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LIBRARY OF THE THEOLOGICAL SEMINARY 
| PRINCETON, N. J. 


PRESENTED BY 


~ Rev. H. Me A. Robinson , D:D. 


IEE ETE psn gory 
Maus, Cynthia Pearl, 1878- 
1970. 


Youth Organized for 
religious education 


ee 





Sa 
‘ee 





YOUTH ORGANIZED FOR 
RELIGIOUS EDUCATION 





Other Books by Miss Maus 





Youth and the Church 
Teaching the Youth of the Church 





YOUTH ORGANIZED FOR 
RELIGIOUS EDUCATION 


Aan OF PRINGE es 









By 
CYNTHIA PEARL MA 


JAN 23 1928 


eas 

RN 

Yy Q 
Zovies Lge 


A Manual on the Organization and Administration of 
Intermediate, Senior, and Young People’s Departments 


% 





A Textbook in Teacher Training, Conforming to the 
Standard Outlined and Approved by the International 


Council of Religious Education 


Third Year Specialization Series 


Published for 
THE TEACHER TRAINING PUBLISHING ASSOCIATION 
By 
THE BETHANY PRESS, SAINT LOUIS 


Copyright, 1925 
By 
CYNTHIA PEARL MAUS 


Printed in the United States of America 


CONTENTS 


CHAPTER 





TBC aCe. fe aoe _ E 


WOOT sei ntroductiOnas eee te ee 


i 


C1; 
IIT. 


1Vs 


Ver 
VI. 


Principles Underlying Successful Work 
SVL OUT OOD LO. <a ee  ee ee s 


Anis weansrand ests 42> eee 


Essential Factors in an Educational Pro- 
Orin alOrmy OUNCE COD Cm sae ee se 


Correlation of Local-Churech Organiza- 
VERA LE Se MARU OIE Solon, hea ROL RCD ee oe co 


The Sunday Session of the Departments __ 


Extension Meetings of Intermediate, 
Senior, and Young People’s Departments 


. The Class Unit of Organization -________ 


. Fourfold-Life Evaluation Standards and 


RECCTAMS ss ee 





- Building Fourfold-Life Programs .______ 


. Conferences, Leadership, and Co-opera- 


tion ier Se ae Mee ee 








96 
112 


128 
147 


167 


SPECIALIZATION COURSES FOR TEACHERS 
OF INTERMEDIATES, SENIORS, 
AND YOUNG PEOPLE 


Conforming to the standard approved by the International 
Council of Religious Education 


Closer Specialization Units 


Intermediates— 
The Psychology of Early Adolescents, E. Leigh Mudge. 
Intermediate Materials and Methods. 
Organization and Administration of the Intermediate De- 
partment, Hugh H. Harris. 
Materials and Methods of Worship for Intermediates.1 
Seniors— 
The Psychology of Middle Adolescents, Mary E. Moxey. 
Senior Materials and Methods. 
Senior Department Administration. 
Materials and Methods of Worship for Seniors.1 


Young People— 
The Psychology of Later Adolescents, E. Leigh Mudge. 
Young Peoples Materials and Methods. 
Young Peoples Department Administration. 
Materials and Methods of Worship for Young People.1 


Wider Specialization Units? 


For thie three departments of the Young People’s Division— 
Youth Organized for Religious Education,1 Cynthia Pearl 
Maus. 
Agencies for the Religious Education of Adolescents,1 Harry 
C. Munro. 
Materials and Methods of Vocational Guidance.1 


1WMlective. 


"In case any denominational or interdenominational school 
or class finds it inadvisable to separate the teachers of adoles- 
cents into the three groups contemplated by the provisions for 
specialization contained in the Standard Training Course, it 
may, by consultation with its Denominational Board, or in 
interdenominational schools and classes, with the International 
Council, arrange to offer courses covering a wider field of 
adolescent life. It is understood that International credit will 
be given and that graduates may be awarded an International 
diploma. Records shall bear notation as to whether closer 
specialization or wider specialization was covered in the course. 
—Educational Bulletin, No. 3, on International Standards for 
Teacher Training. 


PREFACE 


RELIGION THE GREAT DyNAmIC IN HUMAN LIFE 


We shall preserve our liberties only by the re- 
ligious education of our youth.—George Washing- 
ton. 


Talk about the great problems of our day. There 
is only one great problem: how to bring the truth 
of God’s Word into vital contact with the minds 
and hearts of all classes of people.—F.. E. Gladstone. 


No study is more important than the study of 
our Bible and the truths which it contains; and 
there is no more effective agency for such study 
than the Sunday school. Religious education is one 
of the greatest factors in our lives in its develop- 
ment of moral fiber. The Sunday school lesson of 
today is the code of morals of tomorrow. Too much 
attention cannot be paid to the work which the 
Sunday school is doing.—Woodrow Wilson. 


In the past five years I have had twenty-seven 
hundred boys pass before me for sentence in the 
Brooklyn Juvenile Court, I have asked each one of 
them this question, ‘‘Do you go to Sunday School?’’ 
and have found that not one of them was a Sun- 
day school attendant.—Judge Lewis L. Faweett. 


Recent years have witnessed a marked awaken- 
ing as to the importance of religious education in 
the period of youth. The pronouncements of states- 
men like Washington, Gladstone, and Wilson, to- 
gether with a scientific study on the part of educa- 
tors of the period of adolescence, have contributed 
no smal! share to the increased appreciation of the 


5 


6 PREFACE 


importance and significance of an adequate pro- 
gram of religious education for the youth of the 
church and the nation. With this study of the 
needs and interests of adolescence has come a reali- 
zation of the enormous losses in membership in the 
church and Church school of those of the teen-age 
years, causing religious workers everywhere to seek 
the reason, to question prevailing methods of or- 
ganization, administration, and instruction, and to 
strive earnestly for a better way of dealing with 
these difficult years. 

One of the first results of such inquiry has been 
the development of specialized methods of dealing 
with young people in the church and Church school. 
Prior to 1910 the Sunday schools of America in- 
cluded all members of the school above the ele- 
mentary grades in one mass assembly. Within the 
last decade the realization has become almost uni- 
versal among progressive church workers that in 
dealing with adolescents, as with children, it is 
necessary to differentiate between the interests and 
needs of young people in the periods of early, mid- 
dle, and later youth. This has led in the larger and 
better equipped churches to separate departments 
for Intermediates (twelve, thirteen, fourteen 
years), Seniors (fifteen, sixteen, seventeen years), 
and Young People (eighteen to twenty-three years, 
inclusive). 

Most of our Protestant Church schools have a 
comparatively small membership. A large number 
enroll fewer than two hundred pupils. More than 
one-half enroll fewer than one hundred. For these 


PREFACE 7 


smaller schools, most of them with inadequate | 
equipment, a completely departmentalized program 
of religious education is impossible. They must 
combine certain groups of pupils because of the 
smallness of enrollment or the architectural inade- 
quacies of the building. It is with a desire to help 
in a definite way leaders of young people in these 
small as well as in large churches that this general 
specialization course of forty lessons on the entire 
adolescent period has been prepared. 


Two courses are provided in the Third Year Spe- 
cialization Series for leaders of adolescent groups. 
The first is a close specialization course providing 
four units of study each on the three periods of 
adolescence—ecarly (twelve to fourteen years), mid- 
dle (fifteen to seventeen years), and later (eighteen 
to twenty-three years). The second is a general 
specialization course covering the entire adolescent 
period in four units of ten lessons each. The first 
unit in this general specialization course covers the 
psychology of the adolescent years; the second, 
agencies of religious education; the third, teaching 
methods and materials; and the fourth unit, the or- 
ganization and administration of the program of 
religious education for the entire adolescent group. 

In approaching the preparation of this fourth 
unit on the organization and administration of the 
entire youth period, the author fully realizes her in- 
ability to cover the field adequately in so short a 
scope and must necessarily leave to the practical 
experience and good judgment of workers with 
young people the filling in of many things from the 


8 PREFACE 


background of their own knowledge and experience 
or refer them to the fuller treatment of the or- 
ganizational side of young people’s work to be 
found in the close specialization course. 

In the first three chapters we shall endeavor to 
face (1) the general principles that have been ap- 
proved by the International Council of Religious 
. Edueation as a guide in working out a program of 
religious education for the youth of the church; 
(2) the aims to be realized in an adequate program 
of religious education for youth; and (3) the essen- 
tial factors in an educational program for young 
people. 

The subsequent chapters will discuss correlation 
projects in the interest of a unified, constructive, 
chureh-centered program of religious education for 
youth; Sunday and extension meetings of depart- 
ments; the organized class unit; fourfold-life evalu- 
ation and standards; the building of fourfold pro- 
erams; and the training of leadership. 

In addition to such acknowledgments as are 
made in the text the author wishes to express her 
appreciation to the Professional Young People’s 
Work Committee of the International Council of 
Religious Education, to her associates in the depart- 
ment of Religious and Missionary Education of the 
United Christian Missionary Society, and to a host 
of young people’s workers the continent over whose 
counsel and co-operation have contributed to this 
book. 

CYNTHIA PEARL MAUS. 

Saint Louis, Missouri, April 30, 1925. 


EDITOR’S INTRODUCTION 


SPECIALIZATION COURSES IN TEACHER 
TRAINING 


Effective leadership presupposes special training. 
For teachers and administrative officers in the 
Chureh school a thorough preparation and proper 
personal equipment have become indispensable. 
Present-day standards and courses in teacher train- 
ing give evidence of a determination on the part of 
the religious-educational forces of North America 
to provide an adequate training literature. Pop- 
ular as well as professional interest in the matter 
is reflected in the constantly increasing number of 
. training institutes, community and summer training 
schools, and college chairs and departments of re- 
ligious education. Hundreds of thousands of young 
people and adults, from all the Protestant evan- 
gelical churches and throughout every state and 
province, are engaged in serious study to prepare 
for service as religious leaders and teachers of re- 
ligion or to inerease their efficiency in the work in 
which they are already engaged. 

Most of these students and student teachers are 
pursuing some portion of the Standard Course of 
Teacher Training outlined originally by the Sunday 
Sehoo! Couneil of Evangelical Denominations and 
more recently revised by the Committee on Edu- 
cation of the International Council of Religious 
Edueation. The course as revised is organized on 


9 


10 INTRODUCTION 


the basis of study units of not less than ten lessons, 
or recitation hours, each. The completion of twelve 
such units in accordance with the general scheme 
for the course entitles the student to the Standard 
Training Diploma. Of the twelve units, eight are 
general units (six required and two elective) deal- 
ing with child study, principles of teaching, Bible 
study, the Christian religion, and the organization 
and administration of religious education. The re- 
maining four units of the course are specialization 
units arranged departmentally. That is, provision 
for specialization is made for teachers and workers 
with each of the following age groups: Cradle Roll 
(three and under) ; Beginners (under three to five) ; 
Primary (six to eight) ; Junior (nine to eleven) ; In- 
termediate (twelve to fourteen) ; Senior (fifteen to 
seventeen); Young People (eighteen to twenty- 
four) ; Adults (over twenty-four), and for Adminis- 
trative officers. For denominations and classes not 
in a position to follow the closer specialization 
above the Elementary grades, there are provided in 
addition general units covering more briefly the 
adolescent period (twelve to twenty-three) as a 
whole. 


Which of these courses is to be pursued by any 
student or group of students will be determined by 
the particular place each expects to fill as teacher, 
superintendent, or administrative officer in the 
Chureh school. Teachers of Juniors will study the 
four units devoted to the Junior Department. Of 
these three are required units, while the fourth may 


INTRODUCTION 11 


be chosen from a number of available electives. 
Superintendents and general officers in the school 
will study the four Administrative units (three 
required and one elective), and so for each of the 
gvroups indicated, thus adding to their specialized 
equipment each year. On page 4 of this volume 
will be found a complete outline of the Specializa- 
tion Courses for teachers of Intermediates, Seniors 
and Young People. 


A program of intensive training as complete as 
that outlined above necessarily involves the prep- 
aration and publication of an equally complete 
series of textbooks covering more than fifty sep- 
arate units. Comparatively few of the denomina- 
tions represented in the International Council are 
. able independently to undertake so large a program 
of textbook production. It is natural, therefore, 
that the denominations which together have deter- 
mined the generai outlines of the Standard Course 
should likewise co-operate in the production of the 
required textbooks, in order to command the best 
available talent for this important task, and to in- 
sure the success of the total enterprise. The prep- 
aration of these textbooks has proceeded under the 
supervision of an editorial committee representing 
all the co-operating denominations. The publishing 
arrangements have been made by a similar commit- 
tee of denominational publishers, lkewise repre- 
senting all the co-operating churches. Together the 
editors, educational secretaries, and publishers have 
organized themselves into a voluntary association 


12 INTRODUCTION 


for the carrying out of this particular task under 
the name, ‘‘Teacher Training Publishing Associa- 
tion.’’ The textbooks ineluded in this series, while 
intended primarily for teacher-training classes in 
local churches and Sunday schools, are admirably 
suited for use in interdenominational and commun- 
ity classes and training schools. . 

This volume is one of four general units cover- 
ing the entire period of adolescence (twelve to 
twenty-four), and intended for use where the closer 
specialization by age groups corresponding to -the 
standardized departments seems impracticable. The 
three other units in this group of four are ‘‘The Psy- 
chology of Adolescence,’’ ‘‘The Agencies of Religious 
Education During Adolescence,’’ ‘‘Teaching Meth- 
ods and Materials for Adolescence.’’ An explana- 
tory statement concerning this volume, ‘‘ Youth 
Organized for Religious Education’’ for the adoles- 
cent group, to which the reader is referred, will be 
found in the author’s preface on another page. 


9) 


For the Teacher Training Publishing Association, 
HENRY H. MEYER, 
Chairman Editorial Committee. 
For the Bethany Press, 
MARION STEVENSON, 


Editor, Department of Bible School 
Literature. 


CHAPTER I 


PRINCIPLES UNDERLYING SUCCESSFUL 
WORK WITH YOUNG PEOPLE 


Four general principles have been approved by | 
the International Council of Religious Edueation as 
basic in working out a comprehensive program of 
religious education for the youth of the church. 
It will doubtless be wise for us to consider these 
four principles in the initial chapter of this brief 
textbook on the organization and administration of 
a program of religious education for the adolescent 
years.”* 


Scope oF YounGa PEOPLE’s WorK 


The first principle has to do with defining the 
field to be included in discussing young people’s 
work in the Church school and the importance of 
recognizing that youth is in itself a natural epoch 
of life that should be treated as a whole. Briefly 
stated, the principle is: The scope of work with 
young people in the local church should cover the 
entire period of adolescence—twelve to twenty- 
three years, inclusive—and should recognize within 
that scope three clearly defined natural groups: 


1. Early adolescence (twelve to fourteen years), as 
the Intermediate Department or group. 





*Educational Bulletin, No. 2, pp. 29-30, of Council of Reli- 
gious Education. 


13 


14 YoutTH ORGANIZED FoR RELIGIOUS EDUCATION 


2. Middle adolescence (fifteen to seventeen years), 
as the Senior Department or group. 


3. Later adolescence (eighteen to twenty-three 
years), as the Young People’s Department or 
eroup. 


It is of primary importance that we face, first of 
all, the fact that adolescence is in itself an epoch of 
life. God takes approximately the first eleven 
years of human existence to erow the body, mind, 
heart, and soul of a child; then he takes the next 
twelve-year period to turn the body, mind, heart, 
and soul of the child into an adult who functions 
with all the capacities and powers of adulthood. 
The term ‘‘adolescence’’ means growing, maturing ; 
and a close study of life shows that there are 
three (not two) clearly marked stages of growth 
within this ten- or twelve-year period. 

The first stage covers the years from twelve to 
- fifteen and is often referred to as the organic period 
or early adolescence. During the period of echild- 
hood nature has been at work building up the body 
of a boy or girl. With the first five or six years of 
the adolescent period the body of a child becomes 
the body of an adult in that the bones, muscles, and 
organs of the body attain to the size they are going 
to be throughout maturity and take on the function 
they are going to have. Puberty is the distinguish- 
ing characteristic of the intermediate years (twelve 
to fourteen). 

The second stage covers the years from fifteen 
to eighteen and is often referred to as the emotional 


FUNDAMENTAL PRINCIPLES 1D 


period, or middle adolescence. During these years 
nature, having built the body of an adult, matures 
within that body the emotional intensity of adult- 
hood. 

The third stage covers the years from eighteen to 
twenty-four and is often referred to as the in- 
tellectual period, or later adolescence. During 
these years experiences increase memories and as- 
sociation and the flexibility of association processes 
multiplies the individual’s capacity for abstraction 
and comparison, giving the power of independent 
thought and balance to the emotional instability of 
‘the middle teens. 

Of course, as Professor Athearn indicates, ‘‘all 
these changes are going on at once, but physical 
changes are the dominant characteristic of the first 
period, emotional development the characteristic of 
the second period, and intellectual reconstruction 
is the distinguishing element in the third period.’’* 
It is evident, therefore, if we are to achieve the 
largest success in work with young people, that we 
must be clear in our understanding of adolescence 
as an epoch of life, and of early, middle, and later 
adolescence as natural groupings within the epoch 
we call youth. . 

To plan a program that takes only part of the 
adolescent period into account is poor economy, yet 
in many churches that is exactly what is being done 
customarily. Church workers plan for and work 
out a fairly good Intermediate Department but 





*The Church School, Athearn, p. 174. 


16 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


make no provision for any sort of young people’s 
organization beyond the intermediate years, feeling 
that young people are then old enough to be grouped 
with adults, without further consideration of their 
needs, interests, or desires. As a result the church 
annually loses hundreds of these young people who 
might have been held if they had been made to 
feel that they had a place and a part in the work of 
the local chureh and school. Still another group of 
churches plan for and achieve a fairly good Inter- 
mediate-Senior or High School Department but pro- 
vide no student controlled organization beyond the 
high school years. They also complain about not 
holding older young people through college and vo- 
cational life. Young people, to be held, must be 
occupied. They must be given a place and a part 
in the work of the church at home and to the ends 
of the earth if their interests are to be maintained, 
and their lesser loyalties tied over into the greater 
loyalty of the church family itself. 


Youth is an epoch of life. Young people are not 
adults in thought, in dreams, in their developed 
loyalty to the greater work of the church until they 
reach approximately twenty-four years of age. For 
their own best development they need to be asso. 
ciated in homogeneous groups that will provide in 
the largest possible measure for their growing initi- 
ative and self-expression along physical, intellect- 
ual, social, and religious lines. To push them into 
adult life and activities too early means to repress 
initiative and to retard growth, or to lose them al- 


FUNDAMENTAL PRINCIPLES 17 


together because of their inward feeling of being 

out of place and not at home in adult groups. 
After many years of experimentation with vari- 

ous groupings of adolescent pupils, the following 

vroups have become established as most satisfac- 

tory: 

1. Intermediate Department or group (twelve to 

fourteen years approximately). 


2. Senior Department or group (fifteen to seventeen 
years approximately). 


3. Young People’s Department or group (eighteen 
to twenty-three years approximately). 


This plan of organization draws the line between 
groups at the point of most rapid transition in the 
life of the average pupil, so that within each group 
there is a maximum of homogeneity, or similarity 
of interests, life situations, and problems. This 
grouping follows the plan of organization of junior 
and senior high schools—a plan that is being woven 
into our public educational system in the interests 
of increased efficiency and better adaptation. 

These groupings are not arbitrary but are based 
solely on the developing life and changing needs 
and interests of pupils. The public school grade, 
social tendencies, the general mental and moral 
growth and ability, and even the physical develop- 
ment of each pupil should be considered in placing 
him ‘in the correct departmental group. 

With sufficient flexibility to take account of the 
exceptional pupil or the unusual situation, the fore- 
going plan will be found thoroughly practical in 


18 YoutH ORGANIZED FoR RELIGIOUS EDUCATION 


every type of church and school. Where the small- 
ness of the group or the architectural inadequacies 
of the building make three departmental assem- 
blies impracticable, the following combinations are 
suggested with the understanding that each depart- 
ment (no matter which combination of groupings 
may be used) shall be fully organized as a depart- 
ment, with its own set of boy and girl officers and 
committees and its adult superintendent or coun- 
selor: 


I. For the large Church school: 


1. Three departmental groups even where the 
building permits of only one assembly for 
young people, rotating the worship program 
from week to week or month to month 
among the departments thus combined: 


a) Intermediate (twelve to fourteen years 
approximately ). 

b) Senior (fifteen to seventeen years ap- 
proximately ). 

c) Young People’s (eighteen to twenty- 
three years approximately). 


Il. For the medium Churebh sehool: 


1. An Intermediate-Senior or High School De- 
partment (twelve to seventeen years ap- 
proximately) and a Young People’s Depart- 
ment (eighteen to twenty-three years ap- 
proximately) or 


2. An Intermediate Department (twelve to 
fourteen years approximately) and a Young 
People’s Department (fifteen to twenty- 
three years approximately). 


FUNDAMENTAL PRINCIPLES 19 


III. For the small Chureh school: 

1. A Young People’s Department (twelve or 
thirteen to twenty-three years approxi- 
mately), recognizing in the class groupings 
the periods of early (twelve to fourteen 
years), middle (fifteen to seventeen years), 
and later (eighteen to twenty-three years) 
adolescence. 


Any Church school, however small, can have at 
least a Young People’s Department (ages twelve or 
thirteen to twenty-three years) properly organized, 
with its own set of boy and girl officers selected 
from among the older young people, its adult super- 
intendent or counselor, and comprising at least 
three class groups; intermediate boys (twelve to 
fourteen), intermediate girls (twelve to fourteen), 
and mixed young people’s class (fifteen to twenty- 
three years). If there are enough pupils to have 
five or six classes the following plan is much to 
be preferred: An intermediate boys’ (twelve to 
fourteen), an intermediate girls’ (twelve to four- 
teen), a senior boys’ (fifteen to seventeen), a senior 
girls’ (fifteen to seventeen), and a mixed young 
people’s class (eighteen to twenty-three), or a 
young men’s class (eighteen to twenty-three) and a 
young women’s class (eighteen to twenty-three). 
Certain it is that the largest success will attend the 
church that looks upon adolescence as an epoch of 
life and plans its program so that it takes adequate 
care of the needs and interests of young people in 
all three of these natural life periods. 


20 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


A CHuURCH-CENTERED PROGRAM 


A second ideal that has been approved as a goal 
by the International Council toward which the edu- 
eational work of the local church should strive is 
the principle of one organization, and one only, for 
each natural group of adolescents. This one organi- 
zation should be church-centered, with the definite 
purpose of tying the loyalty and devotion of young 
people to the church, and not to auxiliary organiza- 
tions, as has been the tendency of organizations in 
the past. 

Briefly stated, the second principle is as follows: 
That the ideal (goal toward which we should work) 
is one inclusive organization in the local chureh for 
each natural group of adolescents—intermediate, 
senior, and young people; that each of these organi- 
zations should provide all the necessary worship, in- 
struction, training, and service through depart- 
ments made up of classes, the classes to be organized 
for specific tasks and for individual and group 
training, the departments to be organized for group 
activities and for the cultivation of the devotional 
life through prayer, praise, testimony, and other 
forms of self-expression. 

That in churches where there are already a Sun- 
day school, young people’s societies, and other or- 
ganizations for adolescents, the work of these or- 
ganizations should be correlated in such a way as 
to be complemental, not conflicting and competing. 

For this purpose there should be in each group a 
committee composed of the presidents of classes, 


FUNDAMENTAL PRINCIPLES ya 


officers of various organizations involved, the pas- 
tor, and any other advisory officers appointed by 
the local church, whose duty is, in conference with 
those charged with the work of religious education, 
to determine the program of study and activities 
in order to prevent overlapping and duplication. 

This principle has been at work in the local 
church for a number of years now, and out of actual 
project work in experimenting with this principle 
three successful correlation plans have gradually 
evolved. As it will be impossible to discuss, within 
the limits of this chapter, the correlation principle 
and project in detail, a later chapter will be given to 
discussion of forms of correlation which are meet- 
ing with success. 


A FourFotp PROGRAM 


A third principle with which leaders of young 
people need to be familiar, if they are to experience 
the widest suecess in their work with adolescents, 
has to do with the range of the program of study 
and activities. 

Briefly stated that principle is: That the pro- 
eram of study and activities for adolescents be such 
as to develop all sides of their natures—physical, 
intellectual, social, and religious. It should include 
Bible study and correlated subjects, such as mis- 
sions, church history, ete., the cultivation of the 
devotional life, training for leadership, and service 
through stewardship, recreation, community work, 
citizenship, evangelism, and missions. 


22 YouTH ORGANIZED FOR RELIGIOUS EDUCATION 


It is impossible to develop adolescents in a bal- 
anced way if the leaders of young people look upon 
the Chureh school as the only means and method of 
erowth in Christian living. We have long ago come 
to understand that life functions as a unit—that 
what young people do between class and depart- 
ment periods is as important, sometimes more so, as 
that which they do in the formal class or depart- 
ment session on Sunday.: With most of us the se- 
verest tests of our Christian experiences do not 
come on Sunday in the formal sessions of the church 
and Church school, but through the week, as we 
meet the hundred and one harassing problems and 
life situations that must be faced and solved. How 
much more is this true of growing boys and girls! 
They must come to understand that religion is life 
—the Jesus’ way of lving—and they must be 
taught to look upom every problem and every life 
situation as an opportunity to apply coneretely the 
Christian principles studied in the Sunday school 
class, experienced in the worship service, discussed 
in the open forum Christian Endeavor meeting. In 
proportion’ as we can make them see and feel that 
all knowledge must function in personal life and 
conduct, we shall help them to incarnate Christlike 
living. 

Then, too, we must come to understand as lead- 
ers that informal instruction and training are in 
many instances more powerful in their actual out- 
reach into life problems than is the formal instruc- 
tion of a class period. Religion is, after all, largely 


FUNDAMENTAL PRINCIPLES 20 


a matter of cultivating habits that are Christian. 
And habits are cultivated not by talking about a 
principle, no matter how fine and true it may be, 
but by applying to daily life situations and prob- 
lems, types of behavior which, repeated with suffi- 
cient frequency, produce Christian habits. From 
this viewpoint it will be readily seen that in a pro- 
gram of religious education for adolescents the 
emphasis must always be on ‘‘doing things’’ which, 
frequently repeated, grow Christian habits. 

No one type of material, no one element of edu- 
cation, is sufficient to develop one in an all-round 
way. Bible study alone is not sufficient, no matter 
how well or how generously it is provided. The 
pupil must know something of the church at work 
today throwgh its lving missionaries in all the 
earth. Young people must learn to pray by pray- 
ing; to understand and appreciate the great music 
and devotional literature of the church by build- 
ing and participating in worship services. They 
must experience the joy of giving by giving; or 
service, by serving; of personal evangelism, by 
winning their companions and chums; of recreation, 
by planning class and department good times for 
the joy and refreshment of others. Christian char- 
acter is the by-product of Christian behavior. It is 
developed through the give-and-take of Christian 
experiencing in social relationships, and it can be 
developed in no other way. 

Leaders of young people must know the needs of 
adolescents and the materials with which these 


24 YouTH ORGANIZED FOR RELIGIOUS EDUCATION 


needs are to be met. They must work with young 
people, sharing alike in the joys and disappoint- 
ments of Christian experiences. And in the sharing 
their finest contribution is more often made without 
than within the formal class period—in personal 
eontacts as they work with young people m com- 
mittee work, in program planning, in social, recre- 
ational, and service activities. 


ADEQUATE AIMS OR GOALS 


A fourth fundamental principle in successful 
work with young people has to do with an adequate 
aim, or goal, toward which all the activities of the 
group tend. The leader who knows what he is 
trying to accomplish, in trying to lead the group in 
their growth and development, is altogether likely 
to arrive. It is important, therefore, in attempting 
to build a program of religious education for the 
youth of the church that we ask ourselves, What 
is the ultimate goal of the chureh in its work with 
young people? And what are the intermediate 
aims, or goals, which, achieved from year to year as 
we work with each age group, will contribute to the 
development of the ultimate aim or goal of Chris- 
tian education? 

In the following chapter the author will discuss 
the summarized aims and goals to be progressively 
achieved in work with young people. In prepara- 
tion for the study of that chapter, leaders of young 
people are requested to formulate, without the 
background of the chapter in mind, their own aims, 


FUNDAMENTAL PRINCIPLES 25 


both general and for each age group. Clarifying 
your own thinking in advance should prepare the 
way for a broader appreciation of the fundamental 
importance of clearly defined objectives. 


QUESTIONS FOR CuAass DiIscussION 


1. Why is it important that the period of youth 
be regarded as an epoch of life? 


2. Give three reasons why you feel that ado- 
lescence should be regarded as a unit and a progres- 
Sive program developed with the entire life period 
in mind. 

3. Is the principle of one organization, and one 
only, for each natural group logical? 


4. Is one organization, one leadership, one pro- 
eram, better than many organizations, a divided 
leadership, and independent programs? Why? 


5. From the background of your study of ado- 
lescent psychology do you think the program of 
development for young people should be fourfold? 
Why? 

PROJECTS FOR ASSIGNMENT 


1. Ascertain the number of young people in your 
church who are members of each and of all the 
auxiliary organizations for adolescents—Church 
school, young people’s society, organized classes, 
circles, or triangles (or missionary guilds), Boy 
Scouts or Hi-Y clubs, Camp Fire Girls or Girl Re- 
serve clubs; and any other organizations to which 
young people belong in connection with the life of 
the church. In the light of your survey how many 
are getting a fairly well-rounded, balanced pro- 
cram of development? 

2. Write out what you think should be the ulti- 
mate aim of the church in its program of religious 
education for young people. - 


CHAPTER II 
AIMS, MEANS AND TESTS 


The first thing in discussing an adequate pro- 
gram of religious education for the adolescent pe- 
riod, twelve to twenty-three years, is to consider 
the aims to be accomplished in the lives of young 
people, the means by which these aims shall be 
achieved, the relation of class and department 
equipment to the accomplishment of the aims, and 
the importance and value of tests by which the 
aims are to be progressively measured. 


AIMS 


Religious education concerns the development of 
the human soul. It is the introduction of self- 
control into human behavior in terms of the Christ 
ideal of life and conduct. Christianity is not a doc- 
trine; it is a way of living—the Christlike way of 
living lfe abundantly. The Master Teacher said, 
‘‘T came that they may have life, and may have it 
abundantly’’ (John 10:10). Again, in John 14:6 
Jesus said, ‘‘I am the way to God, I am the truth 
about God, I am the life of God lived in a physical 
body. No man ecometh unto the Father save 
through me.’’ (Weymouth translation.) Religious 
education has to do with teaching childhood, youth, 
and maturity the Christian way of daily living. 

The primary work of religious education is not to 


26 


Aims, MmrANS AND TESTS 24 


teach the Bible, especially the life and teaching of 
Jesus, as an end in itself, but always as a means to 
the end of producing followers of Christ heroic 
enough to try to live the life of Jesus daily. The 
ooal of Christian education is Christhke character. 
This goal is not reached when boys and girls know 
about Jesus or even when they have formally com- 
mitted themselves to him by uniting with the 
church ; it is reached when boys and girls and young 
people habitually live the life of Jesus in all of life’s 
situations and relationships. Understanding does 
not constitute living the Jesus way. Explaining 
Jesus’ life and personality is not our ultimate task ; 
but so to enshrine Christ in the thinking, feeling, 
and willing of young people as to enable them to 
radiate his spirit in their daily lives. 

The work of religious education should result (1) 
in an open acceptance of Jesus Christ, (2) in a de- 
veloping loyalty to him as a personal Savior and 
Lord, (3) in a definite personal commitment to the 
Christian life as a member of the church, (4) and in 
whole-hearted enlistment in active, skilful, Chris- 
tian service. To whatever extent the program fails 
to accomplish these results in the lives of individu- 
als, it fails in its great objectives. 

That the above results may be achieved, it is nec- 
essary that there shall be for each natural life 
epoch a clearly defined aim, or goal, toward which 
all the work and activities of the group tends. The 
general aim, or objective, of the adolescent years, 
as stated by the International Council of Religious 


28 YoutrHu ORGANIZED FOR RELIGIOUS EDUCATION 


Edueation, is: ‘‘Building on the foundation laid 
in childhood, our aim is to produce, through wor- 
ship, instruction, recreation, and service, the high- 
est type of Christian manhood and womanhood, ex- 
pressing itself in right living and in efficient serv- 
inves” 

Furthermore, it is essential that we have, not 
only a goal toward which the work and activities 
of the entire life period tend, but also definite 
aims, or objectives, for each of the natural groups 
within this adolescent period. These depart- 
mental aims should be related to the larger goals 
and, when progressively accomplished through each 
hfe period, should bring to pass the ultimate goal 
of all work with young people—developed Chris- 
tian personality dedicating itself to the work of 
the Kingdom throughout all the earth. 

The specific aims of each departmental group 
must be based on the needs of the pupil in each suc- 
ceeding period of development. Viewed from the 
life needs of young people and the growth of the 
Kingdom the specific aims of the early, middle, and 
later adolescent years, as summarized by the Inter- 
national Council of Religious Education are: 


INTERMEDIATE, OR EARLY ADOLESCENT, AIMS 


1. To secure the acceptance of Jesus Christ as a 
personal Savior and Lord. The studies of Coe, 
Starbuck, and Athearn show that this period is the 
age of the first conscious religious awakening. The 
aim of the Intermediate Department, therefore, 


Aims, Means AND TESTS 29 


should be to win each life for God at the very be- 
ginning of this first religious awakening. 

2. To cultivate an ever-increasing knowledge of 
Christian ideals and of the Bible as the source of 
these ideals. 

3. To secure on the part of boys and girls a per- 
sonal acceptance and open acknowledgment of 
these ideals in their daily life through Bible study, 
prayer, Christian conduct in work, play and service. 

4. To awaken in boys and girls a growing appre- 
ciation of the privilege and opportunities of church 
membership, that they may come to have a deep 
and genuine reverence for the Lord’s Day and the 
Lord’s house. 

5. To secure an all-round development through 
the cultivation of the social consciousness and the 
expression of the physical, intellectual, social, and 
religious life in service to others. 

6. A knowledge of Christian principles in choos- 
ing a life-work or vocation. 


SENIOR, OR MippLE ADOLESCENT, AIMS 


1. The acceptance of Jesus Christ as a personal 
Savior and Lord. Since the human soul is pecu- 
liarly sensitive to the appeal of Christ during these 
emotional years, we should endeavor to win to Christ 
and the church each life that has not already taken 
that important step. 

2. The testing of earlier Christian ideals in the 
hght of enlarging experiences and the consequent 
adjustment of lfe choices and conduct. Young 


30 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


people must be helped to see that Christian ideals 
must function in conduct, in the choice of friends, 
amusements, vocations, ete. 

3. The expressing of the rapidly developing so- 
cial consciousness through co-operation and service 
in the contacts of the home, church, and community. 

4. The development of initiative, responsibility, 
and self-expression in Christian service. One may 
not be a Christian in the largest and fullest sense of 
the term who deliberately or indolently withholds 
the development of initiative in Christian life and 
service. ‘‘Cursed be he that doeth the work of the 
Lord slovenly’’ needs to be said to a good many 
nominally enrolled Christians whose lives bear no 
fruit in Christian service. 

5. A knowledge of Christian principles in choos- 
ing a life-work or vocation. | 

6. The realization of opportunities for lfe-work 
that are open in the field of full-time Christian 
eallings. 


YounG PEOPLE’s, OR LATER ADOLESCENT, AIMS 


1. To win to Christ each young person who has 
not already dedicated his life to him. The church, 
first, last, and always, is an evangelistic agency. 
One of its primary tasks is personal evangelism. If 
young people are to grow in Christian life and char- 
acter, they must learn early that sharing in the 
evangelism of the world, beginning always with 
their own cirele of friends and acquaintances, is a 
primary responsibility. One may not leave undone 


Aims, MrANns AND TESTS a 


his share of winning the world to Christ and be a 
Christian. 

2. To help young people maintain tested Christian 
ideals in relation to the practical work of life in the 
face of disillusionments that are bound to result as 
they meet the realities of economic and industrial 
independence in a social order that is not yet wholly 
Christian. 

3. To prepare them for and to help them assume 
the responsibilities of home-making and citizenship. 

4. To prepare them for and help them assume 
their place and part in the work of life (business, 
professional, industrial) that in and through their 
daily work they may do the will of God and help 
to promote his Kingdom in the world. 

do. To prepare them for and to enlist them in the 
work of the church for the community and the 
world. 

6. To give them a knowledge of Christian prin- 
ciples in choosing their life-work or vocation; and 
to bring to them a realization of opportunities for 
life-work that are open in the field of full-time 
Christian callings.* 


MEANS 


Whether or not the aims of these departments 
will be progressively realized depends almost 
wholly on the adult leadership of young people in 
these three periods. If the department superin- 





*Approved in 1923; Local School Standards for Young Peo- 
ple’s Division, International Council of Religious Education. 


322 YouTH ORGANIZED FOR RELIGIOUS EDUCATION 


tendents, teachers and advisers check the work in 
their respective departments or groups regularly, 
if they weigh and evaluate lesson courses, equip- 
ment, plans and methods of work, class and depart- 
mental activities with the objectives clearly in 
mind, it is altogether hkely that both the specific 
aims for each departmental group and the general 
aim of the entire life-period will be achieved. But 
if the objectives are in themselves vague, intangible 
ideals without relation to the life-needs of the 
pupils, the program of study and activities, the 
class and departmental equipment, then it is also 
probable that leaders of young people, having no 
clearly defined aims or goals, will make no econtri- 
bution to developing life. If the aims are taken 
seriously as a basis in program building for each 
group, the courses of study, special features, cor- 
related reading, ete., will all be planned in such a 
way as to contribute definitely to the attainment of 
these goals. 

To achieve these aims for a given age group one 
must re-examine every item .and element in the. 
program of religious education—the organization, 
the equipment, the program, standards, and activi- 
ties. The department superintendent and teachers 
for a given age-group, with the aims of that age- 
group in mind, should work out the method of pro- 
cedure by which the aims are to be progressively 
achieved. With the intermediate aims in mind the 
following questions indicate one method of pro- 
cedure. 


Aims, MEANS AND TESTS 33 


1. What per cent of the pupils in intermediate 
classes accepted Christ as'a personal Savior within 
the past year? How many are still to be won to 
Christ? In the hght of the condition what ought 
our soul-winning goal to be for the current year? 

2. In order that we may know that our pupils 
are cultivating an ever-increasing knowledge of 
Christian ideals and of the Bible as the source of 
these ideals, what items in the curriculum of each 
year (memory work, stories of Bible and mission- 
ary characters, outlines, map work, ete.) should be- 
come a part of the permanent life possession of 
intermediates? Ask each teacher to make a lst of 
the things in the year’s work which should be the 
possessions of the young people at the end of the 
year. 

3. What methods are we using in the class and 
department program which enable us to check the 
growth and development of intermediate pupils in 
prayer, missionary education, daily conduct in 
home, church, and school, right ideals in play and 
recreational life, and service (the daily good turn) 
in home, church, and school. Suggest a permanent 
elass and department honor roll standard that 
might help in the achievement of this aim. 

4. What method shall we use this year to check 
church attendance, church worship, a deep and gen- 
uine reverence for the Lord’s house and the Lord’s 
Day? How may this item be built into the class and 
department honor roll standard? 


34 YouTH ORGANIZED FOR RELIGIOUS EDUCATION 


5. In what ways may the Sunday and the 
through-the-week meetings of organized classes and 
the department contribute to the cultivation of the 
social and religious life in service to others? What 
relation have class and department attendance goals 
to the development of the social consciousness in 
service to others? | 

6. What items in our programs, if any, have to 
do with acquainting intermediates with the prinei- 
ples that should guide them in the choice of their 
life-work or vocation? Would a study of Making 
Infe Count (Foster), in connection with the Sunday 
evening vesper meeting of the department help? 

Having decided what elements should be in the 
program in order to realize the intermediate aims, 
the superintendent and teachers should proceed to 
formulate class and department standards that will 
contribute to the achievement of the aims. They 
should make definite recommendations to the com- 
mittee on education, the church board or governing 
body, with respect to needed equipment, lesson 
courses, plans and programs for the year. 


TESTS 


The following suggestions of tests and measure- 
ments are given to indicate the manner in which one 
department superintendent attempted to check the 
work in her department with respect to realizing 
the aims and goals of the Senior Department in the 
life of the individual pupils. A questionnaire, with 
the aims of the department printed on one side and 


Aims, Means AND TEstTs 35 


the following list of questions and projects listed on 
the other side, was given to each teacher in the de- 
partment with the suggestion that she get all the in- 
formation asked for during the fall quarter and that 
she fill additional information on each item from 
quarter to quarter throughout the year: 


(JUESTIONS 


1. What per cent of your class has already ac- 
cepted Jesus Christ as a personal Savior ? 

a) Give names and address of those who have 
not. 

b) Enlist the co-operation of those who have 
accepted Christ in a ‘‘win-my-chum’’ cam- 
paign. 

c) Arrange for personal conference between 
yourself and those who have not as yet 
made the great decision. 


2. What per cent of your class accept assign- 
ments on lesson projects and report regularly from 
week to week, thus acquiring an increasing knowl- 
edge of the Bible as a source of ideals that must 
function in life? 

a) Give names and addresses of those who give 
evidence of little or no co-operation in lesson 
assignment and projects. 

b) Plan the development of lessons in such a 
way as to secure pupil participation in the 
study, discussion, and application of Chris- 
tian ideals to life problems. 


86 Youtu ORGANIZED FOR RELIGIOUS EDUCATION 


c) Assign to each pupil during the quarter at 
least one project that will require the test- 
ing of Christian principles of conduct, recre- 
ation, and in service. 


3. To what extent are your pupils expressing 
their rapidly developing social consciousness in the 
home, church, and community? 

a) Has each brought a new member or a vis- 
itor to the class sessions? 

b) What per cent are regular attendants at 
chureh services? 

c) What per cent attend all the meetings of the 
elass, church, and Church school? 

d) To what extent are they interested in and 
participating in community affairs? 


4. In what ways is the development of initiative, 
responsibility and self-expression in Christian serv- 
ice manifesting itself in the lives of the members of 
your class? 


a) What offices do the members hold in church 
and chureh-life organizations? | 
b) What service activities is the class, as a 
class or as individuals, carrying on? 
c) Give a list of the service activities engaged 
in by the class in the preceding year. 
d) In what definite missionary instruction has 
the class engaged? 
dD. What courses or activities has your class en- 
gaged in along the line of life-work and vocational 
choices? 


Aims, MEANS AND TESTS 37 


a) List any courses that may have been studied 
by the members in class or individually. 

b) Are any courses or activities along this line 
contemplated for the current year? 


6. Has your class studied any book or heard a 
series of lectures on opportunities for life-work in 
the field of full-time Christian callings? Learn the 
sentiment of your pupils as to their interest in such 
a course. 

Christian living is an art. Workers with young 
people must not only teach them what Christian 
standards are and inspire them with a desire for 
Christian living, but must continually give them 
practice in the art of such Christlike behavior as 
will make their religious life habitual and easy of 
accomplishment. Knowing, feeling, and doing must 
be molded into a harmonious whole, else the fate- 
ful divisions of split personality may ensue. Lead- 
ers of young people need not be ‘‘blind leaders of 
the blind.’’?’ We may know, and we will know when 
we pay the price of standardizing our aims, means, 
methods, and program in terms of conduct, whether 
or not our pupils are achieving the goal of devel- 
oped Christian personality dedicating itself in sac- 
rificial living, giving, and serving. 


QUESTIONS FOR ChAss DISCUSSION 
1. What is the ultimate aim in work with young 
people? | 
2. Name the six immediate aims for the age-group 
with which you are working or planning to work 


38 YouTH ORGANIZED FOR RELIGIOUS EDUCATION 


and tell how they contribute to the realization of 
the ultimate aim. 

3. Are standards and tests essential to the accom- 
plishment of the general and specific aims of ado- 
lescence? Why? 

4. What value is there in setting aims or goals 
that cannot be immediately reached? 

5. In what ways does a standardization of aims, 
means, methods, and program in terms of conduct 
contribute to the goal of ‘‘developed Christian per- 
sonality’’? 


PROJECTS FOR ASSIGNMENT 


1. With the general aim and the aims for the in- 
termediate years in mind arrange a standard of 
means, methods, programs, and activities which, 
when accomplished, will contribute to the achieve- 
ment of both the ultimate and specific aims of early 
adolescence. 

2. Assign a similar project to those who work 
with or are planning to work with seniors, the mid- 
dle adolescent period. 

3. Assign a like project to those who work or 
who are getting ready to work with older young 
people. 


CHAPTER III 


ESSENTIAL FACTORS IN AN EDUCATIONAL 
PROGRAM FOR YOUNG PEOPLE 


In the preceding chapters we have considered the 
general principles that should guide us in working 
out an adequate program of religious education for 
the youth of the church, and the aims that are to be 
realized in their lives. In this chapter we will con- 
sider the fundamental factors that should enter 
into an adequate program of religious education 
and the principles that underlie successful program 
building with young people. 


ESSENTIAL H'ACTORS 


Educators are agreed that a complete program of 
religious education for young people should include 
four factors: worship, instruction, recreation and 
service; and that with each of these factors there 
must be the elements of co-operation in planning 
and of participation in execution on the part of 
young people, if the largest development is to come 
to them. The theory that ‘‘we learn to do by 
doing’’ applies alike to every faculty in human life 
and to every phase or factor in education. The aim 
of these four factors, briefly summarized, is: 


1. A program of worship to strengthen the devo- 
tional life. 


39 


40 YoutH ORGANIZED FOR RELIGIOUS EDUCATION 


2. A program of study to widen the intellectual 

background and stabilize the idealism of youth. 

3. A program of service as an avenue of expres- 

sion for the ideals that young people accept. 

4. A program of physical and social activities to 

give outlet, in a character-building process, for 

physical restlessness and to aid in establishing 
helpful, wholesome social contacts.* 


In planning a church-centered program of reli- 
gious education, these four factors must be taken 
into account, with a proper emphasis given to each. 

1, Worship.—Training in worship is important 
because worship is a universal human instinct. It 
is characteristic of the lowest as well as the highest 
forms of human life. The objects of worship differ, 
but the inborn urge is the same. We of the Chris- 
tian faith define worship as the ‘‘ery of the human 
soul for companionship with the living God.’’ It 
seems to grow out of the hunger in the heart of man 
for companionship with his heavenly Father as re- 
vealed to us through Jesus Christ. 

It expresses itself in the universal language of 
the human soul—the emotions—(1) in hymns of 
praise, of consecration, of assurance; (2) in prayers 
of adoration, communion, and entreaty; (3) in 
Seripture that expresses comfort, consolation, and 
blessing; (4) in stories of love, of care, and of 
brotherhood. For while worship is always ad- 
dressed to God it brings out at the same time the 
individual and social aspects of Christianity, be- 





*Young People’s Manual, pp. 73, 74; National Young Peo- 
ple’s Board of the Religious Education Council of Canada, 


FACTORS IN EDUCATIONAL PROGRAM 41 


eause Christianity is essentially a social religion; 
(5) in fellowship through offerings, self-sacrifice, 
and service. Worship is essential, therefore, in the 
character-making process because it arises out of 
and supplies certain universal needs.* 


Professor Hartshorne, in his helpful book, Wor- 
ship in the Sunday School, says, ‘‘The purpose of 
worship is to cultivate the feelings. It deals with 
the acquisition of new attitudes of appreciation con- 
cerning God, the Father, Jesus Christ, his Son, and 
their plans and purposes for humanity.’’t Since 
human lfe is graded, unfolding gradually from 
infancy to maturity, it will be readily understood 
that programs of worship must be graded and 
adapted to the developing needs of the group. 


The aim in work with adolescents is ‘‘that all 
worship, all instruction, and all expression shall 
issue in service in the home, the church, the commu- 
nity, and the world.’’ The educational purpose of 
graded worship in the Intermediate, Senior and 
Young People’s Departments of the church is, there- 
fore, (1) to teach boys and girls to worship by a 
conscious cultivation of feelings that have to do 
with new attitudes of appreciation; (2) to provide 
opportunity for expression by participation in wor- 
ship programs that are graded and adapted to meet 
their needs; and (8) to train young people for serv- 
ice in the realm of worship by making it possible 
for them to have part in planning and conducting 





*Youth and the Church, Maus, p. 176. 
{Worship in the Sunday School, chap. iv. 


42 Youre ORGANIZED FOR REeLIciIous EDUCATION 


worship programs, accumulating and correlating 
materials, ete.* 

In the chapter that follows the best source mate- 
rials for the planning of worship services for young 
people will be considered. 

2. Instruction.—It is impossible to develop the 
religious life of young people and leave out of the 
program of development a study of the Word of 
God as the Book of Life. ‘‘To whom shall we go? 
thou hast the words of eternal life’’ is as true of 
the life and teachings of Jesus today as it was when 
this inquiry fell from the lips of the bewildered 
fishermen of Galilee. Young people, if they are to 
grow habits that make for Christian behavior, need 
to know the Bible as a Book of religious history, 
portraying the life situations and struggles of men 
and women of all ages in their search after God. 
Every difficult problem youth will meet as it walks 
this earthly way is there illustrated in the life 
struggle of someone who has gone before. Every 
type of leadership in the world’s life may be found 
in its pages. It is the Book of God, and more than 
all other books in all the world, it deals with the 
ever present problems and experiences of the race. 

The Bible, however, is not a magic book, in some 
unusual or miraculous way implanting itself on 
idle souls. It is a book of religious history and it 
is to be studied and understood in the same way 
that any other book of a similar character is mas- 
tered. The study of the Bible requires the same 





*Youth and the Church, Maus, p. 177. 


FAcTORS IN EDUCATIONAL PROGRAM 43 


kind of mental application which is required for 
the mastery of chemistry, physics, Latin, and sec- 
ular history; and young people and leaders of 
young people alike who are too indolent or too in- 
different to engage in a serious study of the Book 
of Life can never hope to reach their highest spir- 
itual development. 

A study of the needs of the world as a field of 
Christian service is equally important to the full 
development of young people. The stories of mod- 
ern missionary heroes provide a field of lesson and 
- illustrative material unequalled in its power to 
vitalize, emotionalize, and make dynamic the Chris- 
tian thinking and living of young people. 

Instruction in the Intermediate, Senior, and 
Young People’s Departments will be given largely 
through the class unit. As religious education con- 
cerns the formation of Christian character, it fol- 
lows that lesson courses that are to be of the lar- 
gest moral and spiritual value to young people must 
be chosen with the needs and interests and life prob- 
lems of youth in mind. Professor George H. Betts 
names three tests that should be appled in the 
choice of lesson materials: 

1. Does the material contain fruitful knowledge? 

2. Does it insure right attitudes? 

3. Does it modify conduct ?* 


The application of these three principles argues 
strongly for the use of the International Graded 





*How to Teach Religion, Betts, p. 109. 


44 YouTH ORGANIZED FOR RELIGIOUS EDUCATION 


Lessons in the Intermediate and Senior Depart- 
ments (these lesson materials are selected by the 
Lesson Committee with the life-needs and inter- 
ests of early and middle adolescence in mind, and 
provide biblical and missionary instruction), for the 
use with older young people of elective lesson 
courses chosen on the basis of their interest and 
value in meeting the life situations and problems of 
later adolescence, or for the use of the Graded, or 
Improved Uniform Lesson Series. 


The scope of the International Intermediate 
Graded Lessons is as follows: 


For pupils Theme I. Life of Christ: Gospel of 
twelve Mark (26 lessons). 
years old: Theme II. Studies in Acts of Apostles 
. (13 lessons). 
Theme III. Winning Others to God (8 
lessons). 
Theme IV. The Bible: the Word of 
God (5 lessons). 


For pupils Theme I. Biographical Studies in 
thirteen the Old Testament (39 
years old: lessons). 
Theme IJ. Studies of North American 
Religious Leaders (138 
lessons). 


For pupils Theme I. Jesus, Master of Men (5 

fourteen lessons). 

years old: Theme Il. Companions of Jesus (15 
lessons). 


Factors IN EDUCATIONAL PROGRAM 45 


Theme III. Early Christian Leaders 


(22 lessons). 


Theme IV. John the Baptist (10 les- 


sons). 


The scope of the International Senior Graded Les- 
sons is as follows: 


For pupils 
fifteen 
years old: 


For pupils 
sixteen 
years old: 


For pupils 
seventeen 
years old: 


Theme 
Theme 
Theme 


Theme 


Theme 
Theme 
Theme 


Theme 


Theme 


i 


IT. 


LEG 


IV. 


Theme II. 


Theme 


Theme 


LV 


Jesus Entering Upon His 
Life-Work (13 lessons). 

Jesus in the Midst of Pop- 
ularity (13 lessons). 

Jesus Facing Opposition 
and Death (13 lessons). 


The Teachings of Jesus (13 
lessons). 


What It Means to Be a 
Christian (13 lessons). 


Special Problems of Chris- 
tian Living (13 lessons). 


) Ehes. Christian. sand. ‘the 


Chureh (13 lessons). 


. The Word of God in Life 


(13 lessons). 


The World a Field for 
Christian Service (26 
lessons). 

The Problems of Youth in 
Social Life (18 lessons). 


. The Book of Ruth (8 les- 


sons). 


The Epistle of James (10 
lessons). 


46 YoutuH ORGANIZED FOR RELIGIOUS EDUCATION 


The International Graded Lesson Course for young 
people covers three years, as follows: 

First year: A Study of the History of the He- 
brews. 

Second year: A Study of the Historical Back- 
erounds of Christianity. 

Third year: The Bible and Social Living. 

The International Lesson Committee has approved 
the principle of elective courses for young people. 
Several of these elective lesson courses are avail- 
able, varying in length from three months to three 
years. 

The Standard Teacher Training Course (inter- 
denominational and planned in units of ten lessons 
each: a diploma course) is also recommended as an 
elective course for young people. The Improved 
Uniform Lessons may also be used as an elective 
course in the Young People’s Department. The 
following books are commended as elective courses 
for young people: 


€ 


The Bible 


The Manhood of the Master, Fosdick. 

Social Principles of Jesus, Rauschenbusch. 
The Worker and His Bible, Hiselen-Barelay. 
A life at Is Best, Edwards-Cutler. 

Paul and His Epistles, Hayes. 

The Character Christ: Fact or Fiction, Lhamon. 
Studies of the Books of the Bible, Stevenson. 
A Living Book in a Living Age, Hough. 
How Jesus Met Life Problems, Elliot. 

Studies in the Parables of Jesus, Lueccock. 
The Life of Christ, Burgess. 


Factors IN EpUCATIONAL PROGRAM 47 


Missions and Social Service 


Servants of the King, Speer. 

Ancient Peoples at New Tasks, Price. 

The Gospel for a Working World, Ward. 
The Christian and His Money Problems, Wilson. 
Training World Christians, Loveland. 

The Kingdom and the Nations, North. 
India on the March, Clark. 

Christianity and Economic Problems, Page. 
Ming Kwong (China), Gamewell. 
Adventures in Brotherhood, Guiles. 
Christian Ideals in Industry, Johnson-Holt. 
Facing Student Problems, Bruce Curry. 
Clash of Color, Mathews. 

China’s Real Revolution, Hutchinson. 


Evangelism and Life Service 


The Meaning of Service, Fosdick. 

How God Calls Men, Davis. 

A Challenge to Life Service, Harris-Robbins. 

The Art of Winning Folks, Darsie. 

The Human Element in the Makine of a Christian, 
Conde. 

The Christian Family, Darsie. 


3. Recreation.—Adequate physical, intellectual, 
and social recreation is quite as important to the 
normal development of adolescent life as light, air, 
food, and exercise, for the play instinct is normal 
like every other inborn urge. The task of the 
church in its program for the development of young 
people is to provide, control, and properly condition 
the amusements of young people so that they will 
become constructive character builders. Margaret 


48 Your ORGANIZED FoR Reticious EDUCATION 


Slattery, in speaking of the social needs of ado- 
lescents, says, ‘‘If the opportunity to choose came 
to me, as to Solomon, I would rather have the 
knowledge and power to give the young people of 
today sane, safe amusements than anything else I 
KnoWeae 


Adolescence is the age of nerve and muscle edu- 
eation. The development of a good physique and 
of sportsmanship in play should therefore receive 
adequate consideration. Young people’s organiza- 
tions that would meet the needs of growing life in 
the largest way must make adequate provision for 
the development of young people through a pro- 
gram of physical recreation and play which will 
include: 

1. Athletic games and field sports of all kinds. 

2. Swimming and aquatic sports. 

3. Camping pienies and hikes. 


Adolescence is also the age when the intellect is 
at its best—keen, alert, thirsty, seeking to be chal- 
lenged. The program of recreation should provide 
mental as well as physical stimulation through: 

1. Conversation, extemporaneous speaking, and 
debates. 

2. Recitations, impersonations, and interpretative 
readings. 

3. Story-telling, story-writing, and criticism. 

4. Dramatization, plays, and pageants. 

5. Music, art, and poetry. 





*The Girl in Her Teens, Slattery, pp. 67-68. 


F'AcTORS IN EDUCATIONAL PROGRAM 49 


One fundamental principle in successful work 
with young people is the recognition of the impor- 
tance of the social element in education. ‘‘The 
world must live together, work together, and play 
together; and always and everywhere, among those 
who live and work and play, the young are the 
more eager.’’ Class and department good times, 
especially if the young people have a large share in 
planning and conducting these activities, ought to 
provide for the fullest expression of this social 
urge through: 


1. Parties, receptions, banquets, and social life 
functions. 

2. Stunt nights, powwows, hobbies, and fads. 

3. Fireside, joke nights, songfests, carnivals, and 
festivals. 

4. Training for service (a) in the home through 
courtesy, kindness, and mutual helpfulness; 
(b) in young people’s organizations through 
committee work, teaching, ushering, singing in 
choir, etc.; (c) in the community through par- 
ties for children, shut-ins, story-telling hours, 
playground work; collecting of magazines, 
ete.; and (d) in the world through the gift of 
self, service, and substance for the needs of 
humanity the world over. 


Recreational activities of the department should 
cover a wide range of interests and they should be 
balanced along physical, intellectual, social, and 
service lines. A general plan for the year, with an 
average of one activity a month for each depart- 
ment, should be the rule. The activities should be 


50 YoutH ORGANIZED FOR RELIGIOUS EDUCATION 


planned in advance, seasonal in their appeal when- 
ever it is possible to make them so, and construc- 
tive so that, taken together, they are effective in the 
development of young people. The following lst 
of source materials will be found helpful in plan- 
ning the recreational activities of the department 
alone fourfold lines: 


All-the-Year-Round Activities for Young People, 
White. 

Social Plans for Young People, Reisner. 

Phunology, Harbin. 

Ice Breakers, It Is to Laugh, and Fun for the 
Family, Geister (three books). 

A Handbook of Games and Programs, Laporte. 

Joys from Japan and Chinese Ginger, Miller. 

Social Activities for Men and Boys, Chesley. 

Games for the Playground, Home, School, and Gym- 
nasium, Bancroft. 

Handy, Rohrbough (loose-leaf). 


4. Service.—‘‘Life is not lived in isolation but 
in social groups, the home, school, church, and com- 
munity; and the Christian law for all these rela- 
tionships is love expressing itself in service.’’* Cer- 
tain it is that no program of development for young 
people can be regarded as complete which does not 
have as one of its chief objectives the training of 
young people for definite Christian service through 
the normal contacts of home, church, school, and 
community life. Aside from the definite service 
training afforded by the ‘‘daily good turn,’’ from 
the holding of offices in church and school organiza- 





*Canadian Girls in Training, p. 16. 


Factors IN EDUCATIONAL PROGRAM 51 


tions (sharing in committee work, accepting respon- 
sibility for leadership in the field of teaching, sing- 
ing in the choir, ete.),there is a wide range of 
activities that should be undertaken by the Chris- 
tian forces in every community. 


One of the best projects in which the young peo- 
ple of a church can engage is making a social- 
service survey of the educational and philanthropic 
organizations and institutions of a given community 
with the service principle in mind. Securing in- 
formation concerning the needs of the organizations 
and institutions, the types of equipment and service 
activities most beneficial to these institutions, fol- 
lowed by cataloguing the information and classify- 
ing the activities is a constructive service activity 
which is worthy of the highest consideration. The 
following books will be found helpful by leaders of 
young people in developing the service principle 
and project with young people: 


Missionary Education in Home and School, Diffen- 
dorfer. 

Graded Social Service, Hutchins. 

World Friendship in the Church School, Lobingier. 


PRINCIPLES IN BUILDING DEVOTIONAL PROGRAMS 


There are not only four factors to be considered 
in the building of an adequate, church-centered pro- 
gram of Christian education for young people, but 
also four underlying principles in the use of these 
elements that are equally important if the program 
of worship, instruction, recreation, and service is 


52 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


to be of largest value in the developing hfe of ado- 
lescents. - Briefly stated, these principles are: 

1. There should be a unifying—or—centralizing 
idea, topic, or theme for each program, no matter 
what type or what the occasion may be. In indus- 
trial life the efficient salesman does not try to sell 
a half-dozen unrelated ideas or things at the same 
time but centralizes on one thing toward which the 
attention of the buyer is focused. In a program of 
religious education we are vitalizing and emotional- 
izing ideas and ideals; and there, as in the practical, 
everyday affairs of life, if we would do our best, 
we must build programs of worship, instruction, 
recreation, and service around some one particular 
topic, idea, or theme. This principle is true in 
teaching a lesson, in building a devotional worship 
service, in planning class and department good 
times, in working out a service activity or program. 
No matter what the character of the program may 
be—whether worship, formal teaching, recreation, 
or service—leaders of young people should select 
for each program one central topic, idea, or theme 
in which the interests of the group will focus for 
that meeting or activity. 

2. Every item in the program should be so eor- 
related as to fit naturally and normally into the 
central idea, topic, or theme. No element in a pro- 
gram ought to appear extraneous, out of place, 
unrelated to the focal thing around which the pro- 
gram is built. To apply this principle to every 
type of program requires far more detailed plan- 


Factors IN EDUCATIONAL PROGRAM 53 


ning and thought than would otherwise be neces- 
sary; but it also means that the result will be one 
single, clear-cut mental or emotional impression felt 
by the group, and so have far more educational 
value than the confused program which having no 
definite purpose, accomplishes no certain result. 

3. In planning and. executing religious educa- 
tional programs of every sort we need to use boys 
and girls and young people for every possible item 
in the program. This principle applies to every 
type of program—worship, instruction, recreation, 
and service. 





If the principle is true that ‘‘there is no learning 
without activity on the part of the pupil,’’ then it 
is important that young people have a place and 
a part in planning every worship service—selecting 
the topic or theme, correlating the elements that 
are to be a part of the program, participating in 
the actual conduct of the program (hymn leading, 
telling of stories, special music, or intercessory 
prayer). They should afterwards evaluate the ma- 
terials used in the program with reference to the 
contribution made by each in completing the pro- 
oram. 

This principle applies also to methods of recita- 
tion in formal class periods. The teacher who does 
not plan regularly to enlist the activity of pupils 
in reporting on assignments and projects, entering 
into class discussion, developing lesson material, 
ete., has not yet learned that ‘‘lfe becomes, learns 
both to know and do, by doing.’’ We learn how to 


54 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


worship as we participate in planning and conduct- 
ing services of worship. We learn how to study, 
and to study God’s Word as applied to the problems 
of today, by studying, not by lstening to a digest 
of the lesson by a lecture-method teacher. We learn 
to render active service in the home, the church, the 
community, and the world by accomphshing serv- 
ice projects in these fields, and in no other way. 
Jesus taught his disciples the service principle by 
the project method. He multiplied the loaves and 
fishes, but they fed the multitude. Your young 
people will learn or fail to learn the same lesson 
in degree as you succeed in getting them to engage 
in definite, actual service projects for Gad’s needy 
ones throughout all the earth. 

This principle applies also to recreational and 
social-life programs with young people. The best 
approach to the teaching’ of right social-life ideals 
is the planning of the right type of balanced phys- 
ical, intellectual, social, and service good times with 
eroups of young people. Let them help to decide 
what physical, intellectual, social, or service activ- 
ity should be included in a program, what its pri- 
mary value is and whether some other activity will 
not provide more permanent results. You have 
thus, by their own thinking and choosing, educated 
them in the matter of Christian ideals in the fields 
of play and recreation. 

4. A fourth principle that is basic to the largest 
success in developing the lives of young people 
symmetrically is the assignment..of—definite-and— 


Factors IN EDUCATIONAL PROGRAM 55 


specific bits of responsibility to each one _participat- 
ing in—a—given_activity. In worship services all 
asignments should be made sufficiently in advance 
as to make it possible for young people to prepare in 
private, so that they may be helpful to others in 
public worship. Pupils will often need help in 
regard to the manner in which their contribution is 
to be made. They need to have developed within 
them the joyous sense of working together with 
adult teachers and leaders in executing whatever 
part of the program may have been assigned to 
them. The social instinct is strong in young people. 
The joy of working with someone else on a given 
project is in itself educative. Therefore, all pro- 
grams, of whatever type, should be planned far 
enough in advance for every young person to con- 
tribute the specific part assigned to him with a 
feeling of assurance that comes through adequate 
preparation. Set for your department a standard 
of excellence. It may be: 


‘Good, better, best! 
Never let us rest 
Until our good is better, 
And our better best.’’ 


Our best, and our best only, in the service of 
our King. 


Prepare in private for whatever you would 
do well in public. 


56 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


- Devise a slogan for your department or group and 
challenge young people, in whatever task, to make 
that slogan ring true. Commend the good, repress 
the inferior, and eventually nothing but the best 
will be your reward. 


QUESTIONS FOR CLASS DISCUSSION 


1. What are the four essential factors in a pro- 
vram of religious education for adolescents? Why 
are they fundamental? 


2. Discuss the value and importance of worship in 
a program of education for young people. 


3. What are the best lesson courses for inter- 
mediates, seniors, and young people; and why? 


4. Discuss the scope of activities that should be 
included in an adequate recreational program for 
adolescents. 

5. Why is the factor ‘‘service’ 
development of young people? 

6. How would you proceed to develop the sery- 
ice principle among young people? 

7. Give the four fundamental principles that 
underlie successful program building with young 
people. 


* important in the 


PROJECTS FOR ASSIGNMENT 


1. Make a list of the recreational source-books 
that you think should be for young people in the 
workers’ library of a local church. 


2. Plan a worship program, a lesson, a recrea- 
tional program, and a service activity, applying to 
each the four fundamental principles of program 
building discussed in this chapter. 


CHAPTER IV 


CORRELATION OF LOCAL-CHURCH 
ORGANZIATIONS 


The problem of correlation is the direct out- 
erowth of the fact that various organizations con- 
cerned with the religious education of young people 
have arisen from time to time to meet particular 
needs. As a result each of these agencies has ad- 
dressed itself to a certain specific phase of the edu- 
cational task and has, for the most part, worked out 
its program without reference to other agencies 
working in related fields. In consequence there 
have resulted confusion, interference, and _ ineffi- 
clency. 

We are beginning to understand, however, that 
the experiences of an individual are a unit, and 
that it is possible to take into account the total edu- 
cational needs of youth and to formulate a unified, 
coherent, and constructive program to meet these 
needs. 

The fundamental problem in working out a cor- 
related program of Christian education for the 
youth of the church has to do with finding a proper 
basis of correlation. There is a growing feeling 
that that correlation basis must include: 

1. An adequate statement of the aim of Christian 
education. 


a7 


58 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


2. A recognition of the fact that the person, not 
the organization, is the center of consideration. 

3. A realization that no one element of religious 
education is sufficient to meet the needs of the in- 
dividual, no matter how well, how often, or how 
generously it is provided. 

4. An understanding of the fact that worship, in- 
struction, recreation, and service, broadly inter- 
preted, are essential in a comprehensive program of 
Christian education and development. 

The problem of correlation in the local church in- 
volves three fields—the correlation of organizations, 
the correlation of leadership, and the correlation of 
programs. In this chapter we shall discuss the prin- 
ciples of correlation only in so far as they are 
related to and affect the correlation of organiza- 
tions and programs. 


THE PRESENT SITUATION 


The present plan of organization for Christian 
education in the church through graded, depart- 
mental Church school worship and organized-class 
instruction, young people’s societies, missionary 
circles, guilds, and clubs, and other organizations 
auxiliary to the church, such as Boy Seouts, Camp 
Fire Girls, ete., is unable to meet the needs of the 
present day, because it tends to perpetuate a di- 
vided leadership, overlapping organizations, and 
competing programs. Even with all these organiza- 
tions there are yet whole fields of knowledge and 
experience not covered by any of them. 


CORRELATION OF ORGANIZATIONS 59 


Then, too, we cannot permit the loyalty of young 
people to be divided among three, four, or more 
independent organizations. Whenever this condi- 
tion exists in a church, young people choose one or 
two of the organizations that appeal to them most 
and dismiss the others from their consideration. 
This might not be so serious if one or more of these 
organizations offered a fairly complete program of 
development, but no one of them does. The Church 
school, through its organized departmental groups 
and class units, doubtless comes nearer than any to 
offering a program of Christian education for all 
ages. But no Chureh school enthusiast at the pres- 
ent time would be willing to say that the Sunday 
school program, with all its development of the 
past decade, does offer a complete program of 
Christian education. Nor does any other organiza- 
tion or movement (denominational, interdenomina- 
tional, or undenominational) make such a claim for 
its program or organization. 

Beheving that no satisfactory progress could be 
made until all the agencies touching the life of 
youth saw the necessity for a unified and correlated 
program of Christian education, the Sunday School 
Couneil of Evangelical Denominations adopted, in 
1917, certain principles, which were later approved 
by the International Council of Religious Education. 
These principles recognized for the first time the 
“necessity of having ultimately in the local church, 
not a number of unrelated organizations for the 


60 YoutH ORGANIZED FoR RELIGIOUS EDUCATION 


three adolescent groups, but one organization only 
for each natural life period. 

~The principles adopted by the Couneil in 1917 
have since been tested in local churches and have 
eontributed in no small way to the present realiza- 
tion of the need of a comprehensive and completely 
correlated program of religious education not only 
for adolescent groups but for the entire life period. 
When these principles were adopted, all the Prot- 
estant communions of North America were face to 
face with the problem of how the plan of ‘‘one 
inclusive organization for each natural group of 
adolescents in the local church’’ was to be made 
effective. In many churches there already existed 
a number of independent organizations for young 
people, each attempting, without the knowledge or 
co-operation of the other, to build a program around 
some particular phase of the work, and there were 
already well-developed loyalties, at least, on the 
part of those included in and touched by the pro- 
gram of each organization. 

In a conference of leaders on the return trip from 
the meeting of the Sunday School Council of Evan- 
gelical Denominations in 1917, this problem came 
up for discussion, and the suggestion was made 
that, instead of disturbing the whole group of 
churches, each communion should select from among 
its total number of churches a group with as per- 
manent a leadership as possible and representing at 
least five different types of churches, as follows: 


CORRELATION OF ORGANIZATIONS 61 


institutional city churches, churches in residential 
sections of cities, large-town churches, small-town 
echurehes, and churches in villages or rural com- 
munities. It was suggested that these churches be 
asked to experiment, during a period of from three 
to five years, with the problem of correlating their 
overlapping organizations for young people in an 
effort to realize for each natural group of young 
people one organization in each local church. 
Through that one organization the leaders were to 
expose young people to all types of instruction and 
training essential to develop them into full-rounded 
Christian men and women. These correlation proj- 
ects were to include organized classes and depart- 
ments of the Chureh school, Christian Endeavor, 
Epworth League, and Baptist Young People’s Union 
societies, missionary circles and guilds, federations, 
ete., and such extra-chureh organizations as Boy 
Seouts, Camp Fire Girls, ete. Experimenting 
churches were requested to keep the Departments of 
Religious Education of their respective communions 
in touch with the project by sending them diagrams 
of plans of organization, descriptive matter, con- 
stitutions, ete. 


This plan of procedure received the hearty ap- 
proval of many of the denominational leaders, and 
experimentation was begun. Not all of the proj- 
ects in experimenting churches were earried to 
successful conclusion. Sometimes a plan failed be- 
cause of a change in the local minister or other 


62 YoutH ORGANIZED FoR Reuicious EpucATION 


paid or volunteer leader, sometimes because of the 
interference of overhead organizations both within 
and without the communion. Enough of these ex- 
periments did succeed, however, to produce at least 
three types of correlation that may be recomended, 
with reasonable assurance of successful operation 
in the solution of this problem of correlating or- 
ganizations and programs. In making a recent, 
rather limited study of correlation projects among 
the several communions, the author has found that 
practically the same three types, with minor vary- 
ing adaptations, have resulted and are in successful 
operation in all denominations. 


LoosE CORRELATION, OR CORRELATION THROUGH 
CouNCIL OR COMMISSION 


One of the earliest plans of correlation was an 
attempt to solve the problem by creating a council 
or commission for each natural group of adolescents 
made up of one or more representatives from each 
of the existing organizations. This council or com- 
mission then organized with a president, secretary, 
and four or five sub-committees or commissions, 
such as devotional, membership, missionary, recrea- 
tion, and finance, with the understanding that each 
of the sub-committees was to be responsible for cor- 
relating a certain phase of the program in all the 
different organizations. In this form of correlation 
the independent organizations did not lose their 
identity, but the correlation of programs and activi- 


CORRELATION OF ORGANIZATIONS 63 


ties was effected through the four or five commit- 
tees of the council or commission defining the field 
of work and delegating to each organization par- 
ticular responsibility. 

The chief criticism of this form of correlation is 
that it requires at least one of the most alert leaders 
in each of the independent organizations to con- 
stitute the council or commission in the first place, 
and innumerable meetings of council and commit- 
tees after the council is organized in order that it 
may function in such a way as to be really effective 
in correlating overlapping programs. However, the 
plan is operating successfully, and in churches 
where there are old, established loyalties to existing 
organizations it is perhaps the wiser form of cor- 
relation, at least as an intermediate step toward a 
closer correlation of organizations and programs. 
The diagram on page 64, which is a reprint from 
the March, 1924, Philippine Teachers’ Journal, in- 
dicates the method of operation in this form of 
correlation.” 


CLOSE CORRELATION, OR CORRELATION THROUGH 
UNIFICATION 


A second type of correlation is known as correla- 
tion through unification. This plan makes one set 
of officers and committees responsible for planning 
and promoting the entire program of Christian 





*Use by permission of the Board of Education of the 
Methodist Episcopal Church. 


64 YourH ORGANIZED FOR RELIGIOUS EDUCATION 


LOOSE CORRELATION, OR CORRELATION 
THROUGH COUNCIL OR COMMISSION 


THE CONGREGATION | 





The Official Board 








| YOUNG PEOPLE’S FEDERATION ‘ 
All the young people of federated organizations 
(approximately eighteen to twenty-three years old) 











YOUNG PEOPLE’S EXECUTIVE COUNCIL CABINET 

Made up of one or more representatives from each organization 
| ACTIVE MEMBERS ADVISORY MEMBERS 

President and Minister, 

active officers, Director of religious 

Counselor - education, 
Superintendent of 
Church school 








EXECUTIVE COMMITTEE 


Presidents 
of all organizations 





"| YOUNG MEN’S YOUNG WOMEN’S YOUNG PEOPLE’S YOUNG WOMEN’S ATHLETIC 
BIBLE CLASS _— BIBLE CLASS SOCIETY MISSION CIRCLE ASSOCIATION 


SUGGESTIVE UNIFIED PROGRAM FOR YOUNG PEOPLE 
WORSHIP INSTRUCTION AND SERVICE AT HOME AND SOCIAL AND 








TRAINING ABROAD RECREATIONAL 
AIM AIM AIM AIM 
Devotional Intelligent ‘Active Abundant 
Christian Christian Christian Christian 
MEANS MEANS MEANS MEANS 
Departmental Graded Departmental service, Department socials, 
worship instruction Christian Endeavor or Christian Endeavor 
services, Epworth League service, or Epworth League 
Christian Endeavor Bible study, Church service socials, 
or Epworth League activities, Dramatics, 
devotions, Mission study, Home service activities, Athletics, 
Church services, Leadership Community and world Musicales, 
Personal training, service, Physical, intel- 
devotions, Church history Membership campaigns lectual, social 
Offerings activities 


‘Note: This plan of correlation may be adapted to intermediates, seniors, or young people. 
be ee SOCIO SE bE a eh hee dE RAN ee eee 


65 


CORRELATION OF ORGANIZATIONS 


——— tO 





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66 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


education for a given group—intermediate, senior, 
or young people—in a local church. Churches ef- 
feeting this form of correlation have, as a rule, 
taken the departmental groupings of the Church 
school as the unit of correlation, since the Church 
school reaches the larger number of young people 
of a given age, but have selected the officers and 
committees for the unified organization with the 
entire educational program in mind and have en- 
larged the function and arranged additional meet- 
ings of the departmental group in such a way as 
to take care of all types of work hitherto carried 
on by three or four independent organizations— 
namely, Sunday school, Christian Endeavor (Ep- 
worth League or B. Y. P. U.), missionary circles 
and guilds, and auxiliary organizaions such as Boy 
Scouts, Camp Fire Girls, ete. 

In effecting this type of correlation there usually 
is constituted a nominating committee made up of 
one or more representatives from each independent 
organization, the pastor of the church, the director 
of religious education, and the young people’s su- 
perintendent. This plan of organization has, as a 
rule, two sets of officers—active and advisory—and 
four or five committees. The active officers are 
president, one or more vice-presidents, a secretary 
and treasurer. The advisory officers are the pastor, 
director of religious educaticn, young people’s su- 
perintendent, and teachers. The committees’ are 
devotional (or program), membership, missionary 


CORRELATION OF ORGANIZATIONS 67 


(or service), recreation (or social), and finance. 
In some churches the committees are unified as 
follows: 

Devotional or program comnittee—Not appointed 
but composed of the president of the department as 
chairman, with the presidents of the organized class 
units within the department. This committee is en- 
tirely responsible for the worship services of this 
department of the Chureh school, Christian En- 
deavor, Epworth League, or B. Y. P. U. meetings, 
and for general supervision over special-day pro- 
grams of the department. 

Membership committee —This committee is com- 
posed of the secretary of the department as chair- 
man, with the chairmen of membership committees 
of the organized-class units. It is entirely respon- 
sible for keeping records of attendance at all meet- 
ings, membership surveys, campaigns; growth and 
consistency in attendance at all meetings. 

Service or missionary committee—This committee 
is composed of the chairmen of the missionary (or 
service) committees of the organized classes, with 
the first vice-president of the department as chair- 
man. It is responsible for the promotion of mis- 
sionary education through the Church school, mis- 
sion-study, and reading-cirele courses; the special 
once-a-month missionary program of the depart- 
ment for the study of missionary work of its com- 
munion; and the promotion of practical service ac- 


68 YouTH ORGANIZED FOR RELIGIOUS EDUCATION 


tivities in the home, the church, the community, 
and the world. 

Recreation (or social) committee —This committee 
is composed of the chairmen of recreational commit- 
tees of the organized classes, with the second vice- 
president of the department as chairman. It is 
entirely responsible for the recreational plans of 
the department as a whole, for the once-a-month 
social-life meeting of the department, and for cor- 
relating its plans with the recreational activities of 
the various classes within the department. 

Finance committee——This committee is composed 
of the treasurer of the department as chairman, 
with the treasurers of the organized class units 
within the department. It is responsible for the 
financial plans and program of the department in 
co-operation with the executive committee. 

Executive committee.—The executive committee is 
composed of both the active and advisory officers of 
the department, with the presidents of the organ- 
ized classes. Its work is to stand behind and re- 
view the work of all officers and committees, and to 
see that no essential element of a program of devel- 
opment is eliminated. 

In many churches this plan of organization pro- 
vides for correlation of the activities of auxiliary 
organizations, such as Boy Scouts and Camp Fire 
Girls, through (in the first case) a Boy Scouts’ cab- 
inet, composed of the presidents of the boys’ classes 
and the scoutmaster, under the direction of the 


CORRELATION OF ORGANIZATIONS 69 


troop committee; and (in the second case) a Camp 
Fire Girls (or Girl Reserve) cabinet, composed of 
the presidents of girls’ classes and the Camp Fire 
Guardian (or Girl Reserve Counselor). 


This plan operates well in churches where the or- 
gvanizational life, as a rule, is not so intricate. It 
needs to be safeguarded lest some fine type of work 
hitherto carried on by some independent organiza- 
tion be eliminated. 


CORRELATION THROUGH REORGANIZATION, OR THE DE- 
PARTMENT OF CHURCH-LIFE PLAN OF CORRELATION 


A third type of correlation, which seems to be 
meeting the needs of larger and smaller churches 
alike, and especially churches in which there is a 
well-developed loyalty to the Sunday school, Chris- 
tian Endeavor, Epworth League, or B. Y. P. U., 
missionary organizations, and clubs, as such, is 
correlation through reorganization. In effecting 
this form of correlation there is constituted a cor- 
relation committee consisting of one representative 
from each existing organization for young people, 
the pastor, director of religious education, and 
young people’s superintendent. This committee is 
instructed by the various organizations to take the 
types of work which the local church and its inde- 
pendent organizations have been doing, together 
with other elements that constitute a full program 
of development, and to draft a plan of correlation 
for a new young people’s organization that shall 


70 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


be known as a department of the life of the church 
itself, and which will give adequate recognition to 
each essential type of work by making it the spe- 
cific responsibility of some particular committee. 
It will also be the work of this committee to draft 
a constitution defining the work of each officer and 
committee in harmony with the new organization 
plan. It should be understood that the plan of or- 
ganization, constitution, officers, ete., are to be rati- 
fied by a majority of the members of each existing 
organization before it becomes operative; and that, 
when the plan has been thus approved, all officers 
and committees of old organizations automatically 
resign, thus clearing the way for the new organiza- 
tion to function. 

Each Intermediate, Senior, or Young People’s De- 
partment operating on this plan of correlation usu- 
ally has a president; four vice-presidents (with the 
understanding that each vice-president shall serve 
as chairman of a committee entirely responsible for 
a certain phase of the work); a secretary and four 
associate-secretaries, each of which is assigned to 
one of the permanent committees of the depart- 
ment; a treasurer; and four committees of from 
three to seven members each, depending on the size 
of the department. The organization has also an 
adult superintendent, or counselor, appointed by 
the chureh board, session, committee on religious 
education, or whatever group is responsible for se- 


CORRELATION OF ORGANIZATIONS 71 


lecting the educational leadership of the local church. 

The four committees called for in this form of 
organization bear names to indicate the character 
of their work, as Church school or educational com- 
mittee, Christian Endeavor or devotional commit- 
tee, Missionary or service committee, and the Recre- 
ational or social-life committee. Each committee is 
entirely responsible for the type of work assigned to 
it. There is a monthly meeting of each of the four 
committees, a monthly meeting of the executive com- 
mittee (officers and presidents of the organized class 
units) ; at least, a quarterly meeting of the cabinet 
or council (officers, committees, and presidents of 
classes) ; and an annual meeting of the entire depart- 
ment. The secretary and associate secretaries, with 
the secretaries of the organized-class units, consti- 
tute the membership committee of the department. 

In some churches this form of correlation makes 
each of the teachers of young people’s classes serve 
as an advisory member of the various committees, 
thus relating the teacher’s influence and responsi- 
bility to other phases of the development of young 
people aside from the class session. The superin- 
tendent or counselor of the department is, of course, 
an ex-officio member of all committees, and in the 
Intermediate and Senior Departments of the church 
represents the young people officially on the church 
board or session. In the Young People’s Depart- 
ment it is usually thought wiser to have the pres- 
ident represent the department on the church board. 


72 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


The department operates on a budget based on 
the combined askings of the four committees for 
their particular type of work. These askings, to- 
gether with any additional amounts needed for the 
work of the departments as a whole, are outlined 
by the executive committee and presented for dis- 
cussion and adoption at the annual meeting of the 
department, after which the budget is raised by 
individual pledges and an every-member canvass, 
thus giving every young person opportunity to have 
fellowship in it. . 


The advantage of this form of correlation is that 
it trains young people to think and plan in terms of 
at least four different types of work—devotional 
training, instruction, recreation, and service. The 
aim of the re-organized or church-life plan of cor- 
relation is to interest all the young people of a 
given age in attending the sessions of all phases 
of the department’s work; to make each young per- 
son feel that a full-rounded development makes par- 
ticipation in all four types of meetings and activi- 
ties imperative. The diagram on page 65 gives in de- 
tail the department-of-church-life plan of correlation. 


CONCLUSIONS 


We have hardly progressed far enough with the 
experiment of correlating overlapping organizations 
for young people for anyone to speak with authority 
on the final results. Sufficient testing has gone on, 


CORRELATION OF ORGANIZATIONS io 


however, to, justify the following summarized con- 
clusions: 

1. That it is possible to provide young people with 
a comprehensive program of Christian education 
through one organization when we recognize that 
the person, not the organization, is the center of 
consideration. 

2. That correlation of overlapping organizations 
does train young people to think and plan in terms 
of the fundamentals of a program of Christian 
education—namely, worship, instruction, recreation, 
and service. 

3. That the local church is ready for a forward 
constructive correlation of organizations, leader- 
ship, and program. 

4. That the chief obstacles in the path of correla- 
tion are not to be found in the young people them- 
selves but in: 

a) Adult leaders of young people who are trained 
to think in one field only and who are afraid that 
the organization with which they have long been 
associated will lose its identity. 

b) Overhead organizations, both within and with- 
out the denominations, which are not in harmony 
with the correlation idea or which are unwilling to 
merge their organizations in an effort to provide a 
full program of development. 

c) Report blanks and records of denominational 
and interdenominational organizations which provide 


74 Youru ORGANIZED FoR Reuicious EDUCATION 


no means for correlated organizations to report their 
work. 

d) Interdenominational standards for young peo- 
ple which are not in harmony with the educational 
standards of denominations for local-chureh organi- 
zations. 


e) A lack of unity in aims, program, plan of or- 
ganization, ete., on the part of national leaders of 
denominational, interdenominational, and unde- 
nominational organizations that touch the lives of 
young people through local-church and auxiliary 
organizations. 


QUESTIONS FOR CuLAss DiscussIoNn 


1. What is the final test of an organization or in- 
stitution ? 

2. In what way does loyalty to an organization or 
institution sometimes block progress? 

3. How many organizations for young people are 
there in your church? 

4. Which of the three plans of correlation dis- 
cussed in this chapter do you think would best meet 
the need of your church situation? Why? 


5. Is the recognition of natural life periods funda- 
mental to correlating local church organizations? 
Why? 

6. What is the first step to be taken in attempting 
to correlate the overlapping organizations and pro- 
grams in the local church? 


7. Should the young people themselves be taken 
into council on this problem of correlation? If so, 
why? 


CORRELATION OF ORGANIZATIONS 75 


8. What development will come to them in per- 
fecting their own organization? 

9. Is the planning or the organization in itself edu- 
eative? Why? 

10. What are some of the obstacles in the path of 
correlation to be overcome? 


PROJECTS FOR ASSIGNMENT 


1. Make a list of the organizations in your church 
for young people in the adolescent period. Show 
where they overlap in organization and program. 

2. What per cent of young people in your church 
are being reached by: (a) the Church school? 
(b) the Christian Endeavor, Epworth League, or 
B. Y. P. U.? (c) missionary circles, guilds, and 
federations? (d) Boy Scouts and Camp Fire Girls 
(other clubs of a similar character) ? 

3. What per cent of the young people in your 
church belong to all the existing organizations for 
young people? (a) What organizations seem to be 
reaching the larger number? (b) Are these organi- 
zations coeducational? 


4. Outline in detail your method of approach in at- 
tempting to correlate the overlapping organizations 
in your church. 


CHAPTER V 


THE SUNDAY SESSION OF THE DEPART- 
MENTS 


Whether the educational work of the local church 
is conducted through a unified and correlated or- 
ganization or through two or more independent or- 
ganizations for young people, the program, if it is 
to make its largest contribution to the growing life 
of adolescents, must be regarded as a unit, and all 
the elements in the program must be weighed and 
evaluated with respect to their contribution to de- 
veloping life. 

The two Sunday sessions—the morning, or Sun- 
day school, and the vesper (Christian Endeavor, 
Epworth League, Baptist Young People ’s Union, or 
open-forum) session—afford opportunity to train 
young people in planning and conducting two es- 
sentially different types of religious services, both 
of which have real value to maturing life. In the 
Sunday school session the major emphasis is on 
training in worship and the formal instruction of 
the class period; in the vesper session the emphasis 
is on the informal type of training which comes 
through participation in leading meetings, personal 
testimony, extemporaneous talks, fellowship, and 
committee work. There is a growing feeling that 
the emphasis in the morning session should be on 


76 


THE SUNDAY SESSION rir 


training young people ‘‘how to worship’’ and ‘‘how 
to study’’ through participation in planning and 
conducting worship services; building lessons, re- 
porting on projects, ete.; and that the emphasis in 
the evening session of the department should be on 
‘‘expression in worship,’’ personal ,witnessing, de- 
bates, testimony, pageants, and service projects. In 
the morning session the evidences of adult leader- 
ship and guidance will be more evident; in the eve- 
ning session the young people will practice the prin- 
ciple of leadership themselves in planning and ear- 
rying to a successful conclusion programs they have 
planned. 

In Canada the Sunday school session for young 
people is almost uniformly held on Sunday after- 
noon, and the Christian Endeavor, Epworth League, 
or Baptist Young People’s meeting is held on a 

week night. 


RELATION OF HQUIPMENT TO DEVOTIONAL 
DEVELOPMENT 


One of the first essentials to successful Sunday ses- 
sions for Young People’s Departments (whatever 
form of organization or departmental grouping is 
being used) is an adequate and properly equipped 
place of worship. Among the requirements for 
such a place of worship the following are impor- 
tant: 7 

1. A square or shghtly rectangular department 
assembly room, preferably with adjacent class- 
rooms. . 


78 Youtru ORGANIZED FoR RELIGiIous EDUCATION 


2. Good light from the side or rear. 

3. Proper heat and ventilation. 

4. Approximately fifteen square feet of space for 
each pupil in the room. 

5. Solid walls separating this assembly room from 
adjoining classrooms and from other assembly 
rooms. 

6. Carpet, cork linoleum, or other floor covering 
to deaden sound. 

7. Front of room free from doors or openings. 

8. Shghtly raised platform. 

9. Adjacent closets for wraps, kitchenette, and 
other special features. 

The permanent equipment and arrangement of 
the room should be planned with two ideals in 
mind—worship and instruction, and social-life de- 
velopment. The machinery of the organization 
should never be in evidence in the front of the ~ 
room. Everything related to records and supplies 
should be at the rear of the room or outside. 

Near the front there should be: 

1. A table for the presiding officers. On the 
table there should be a Bible, a hymn book, and if 
possible cut flowers or a growing plant. 

2. A piano or other musical instrument. 

3. A blackboard (movable or framed in). 

4. Two or three good pictures, attractively 
framed, such as ‘‘Head of Christ,’’?’ Hofmann; 
‘‘Christ and the Rich Young Ruler,’’ Hofmann; 
‘‘The Frieze of Prophets,’’ Sargent; ‘‘The Return 


THE SUNDAY SESSION 719 


from Calvary,’’ Schmalz; ‘‘Christ in Gethsemane,’’ 
Hofmann; ‘‘The Light of the World,’’ Hunt; ‘‘The 
Last Supper,’’ Da Vinei; the great missionaries of 
the church. 

5. The American and Christian flags on stand- 
ards. 

6. Bookeases or eabinet for supplies (preferably 
in the rear). 

7. Hymn books. 

8. An oceasional missionary motto or poster. 

9. Desk for department secretary in rear or out- 
side. 

10. Offering baskets. 

Where the space in the front of the room is lim- 
ited, some of the items, such as 2, 4, 6, and 8, may 
be placed at the sides of the room. An orderly and 
artistic arrangement of the equipment which will 
avoid the appearance of being crowded will con- 
tribute toward the spirit and attitude of worship. 


THE SUNDAY SCHOOL SESSION 


Intermediate, Senior, and Young People’s De- 
partments should have a full hour for the Sunday 
school session, or, better still, an hour and fifteen 
minutes as a minimum. Fifteen to twenty-five min- 
utes of this period should be devoted to the worship 
assembly, and forty or forty-five minutes to the 
lesson period. Where these departments must be 
combined with higher departments, the planning 
and conducting of programs of worship should be 


80 YouTH ORGANIZED FOR RELIGIOUS EDUCATION 


rotated from week to week or month to month 
among the various departments thus combined. 

In harmony with the principles discussed in Chap- 
ter III these worship periods should be planned in 
advance around the centralizing ideas or themes 
that have a more or less universal appeal; and the 
various individuals or groups that participate in 
the program should be given specific responsibility 
with respect to particular items in the program. 
Worship themes should be selected with the life- 
needs and interests of young people in mind and 
should be seasonal in their appeal whenever it is 
possible to make them so. 

The following order of worship embodies the ele- 
ments to be found in a well-balanced Church school 
worship program for adolescents with varying 
adaptations to fit particular themes. It may be 
used as a guide in planning worship services with 
young people: 


Theme: ‘‘Be Ye Ready’’ 


Prelude.—Quiet music, such as ‘‘Largo,’’ Handel; 
or ‘‘Traumerei,’’ Schumann. 

Hymn.—tThe opening hymn of worship played as 
a processional while those who are to participate in 
the program march in a group to the platform. 

Call to worship.—Have this written upon the 
blackboard or printed upon a poster. Its recitation 
may be led by those who are to participate on the 
platform. 


THE SUNDAY SESSION 81 


‘‘The Lord is in his holy temple: 
Let all the earth keep silence before him.’’ 


OT 


‘‘Create in me a clean heart, O God, 
And renew a right spirit within me.’’ 


Hymn.—In unison, led by song leader on the - 
platform, ‘‘Oh, Worship the King, All-Glorious 
Above.’”’ 

Responswe Scripture-—Have written upon the 
blackboard or printed upon a poster, 


‘‘Lord, teach us how to pray, O Thou that hear- 
est me; 
Let thine hand help me, for thou art my God.’’ 


The Lord’s Prayer.—Chanted or quoted in unison. 
Do not hurry it. 

Response.—Written upon the _ blackboard or 
printed upon a poster: 


‘Hear my prayer, O Lord; 
And help me in all my ways.’’ 


Announcements.—Such as are necessary. EHlm- 
inate all unnecessary ones. 


Hymn.— ‘Savior, Teach Me Day by Day.’’ 
Special feature——A story of a Bible character or 
missionary hero who was prepared, or a dramatiza- 


tion of the parable of preparation from Dramatized 
Bible Stories, Russell. 


82. YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


Duet— ‘Have Thine Own Way, Lord’’; or solo, 
‘“Just as I Am’’ (new words to the tune of Nevin’s 
‘“My Rosary’’). 

Offering.—Have the offering taken by two or three 
designated persons, who will come to front of room 
for the prayer-response before the offering is 
received. 

Offering response.—To be repeated by the entire 
department just before the offering is received by 
those who are to take it up: 


‘“We give Thee but thine own, 
Whatever that may be. 
All that we have is thine alone— 
A trust, O God, from Thee.’’ 


Birthday recognition service.—As a rule only once 
a month. Have those who have had birthdays come 
to the front of the room. 

Birthday greeting—To be given by the depart- 
ment after the offering has been made, and before 
those who have had birthdays take their seats: 


‘‘Many happy returns of the day of thy birth! 
May sunshine and gladness be given, 
And may the dear Father prepare thee on earth 
For a beautiful birthday in heaven.’’ 


Hymn.—Something that has the fellowship theme 
in it, such as ‘‘A Hymn of Friendship.’’ 

Closing Scripture—Printed upon the blackboard 
or upon a poster; to be given in unison just before 
the pupils pass to classes. 


Tur SuNDAY SESSION 83 


‘The Lord bless thee, and keep thee, 
And make His face to shine upon thee. 
The Lord lift up His countenance upon thee 
And give thee peace. Amen.’’ 


Processional to classes—Some martial hymn that 
will contribute to an orderly getting to classrooms. 

Lesson period.—Closing each class with prayer, 
and pupils passing direct to church auditorium for 
the morning church service. 


CoMMON ELEMENTS IN DEVOTIONAL PROGRAMS 


Music 


One common element in all devotional services is 
music, instrumental, group or congregational sing- 
ing, and special numbers. We need to bear in mind 
that music is religious or irreligious according to 
the emotions it stirs. Jazz music, music with syn- 
copated time, even on the part of the orchestra, has 
no place in a devotional service for young people 
because it does not beget worshipful emotions. All 
music should be selected to contribute to the central 
theme of worship; and all of it should be of the 
best grade. Young people sing ideals into their 
own souls by the music they sing. The cheap, the 
flippant, the sensuous waltz and fox-trot tunes to 
be found in many of the modern evangelistic song 
books, have no place in the educational program of 
church and Church school in the training of young 
people for reverent, devotional worship. In vocal 


84 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


music the words and tune should fit each other—that 
is, blend together in the emotional effect they produce. 

A study of the life-needs of young people reveals 
the fact that three types of hymns are especially 
appealing in the adolescent years: (1) Those that 
express the idea of individual religious experience, 
such as ‘‘Abide With Me,’’ ‘‘Just as I Am,’’ “‘I 
Would Be True’’; (2) those that express the idea of 
social goodness or the goodness of the group. 
Nearly all the great martial and social hymns of 
the church may be grouped under this head; ‘‘On- 
ward, Christian Soldiers,’’ ‘‘The Son of God Goes 
Forth to War,’’ ‘“‘Jesus Calls Us,’’ ‘‘America the 
Beautiful’’; and (8) those that express the idea of 
world salvation, or the lure of the far away; 
‘“We’ve a Story to Tell to the Nations,’’ ‘‘O Zion, 
Haste, Thy Mission High Fulfilling,’’ ‘‘Speed Away! 
Speed Away!’’ and ‘‘Where Cross the Crowded. 
Ways of Life.’’ In selecting songs for group sing- 
ing we would be wise to keep these three types of 
hymns in mind.* 

There should always be a good song leader, and 
an accompanist who will neither drag nor hurry the 
singing. A quiet musical prelude at the beginning 
of worship services will do much toward creating 
an atmosphere of quiet essential to real worship. 


PRAYER 


In every program of worship the element of 
prayer needs to be given special consideration. The 





*Youth and the Church, Maus, pp. 180, 181. 


4 


THe SuNDAY SESSION 85 


fact that we have in all churches large numbers of 
nominal Christians whose capacity for public utter- 
ance in prayer is almost wholly undeveloped is 
largely the result of the church’s failure to train 
its membership in this desirable quality. Public 
prayer is not easy for many people. Indeed, most 
Christians will say frankly that one of the most 
difficult things they have to do in all their Chris- 
tian experience is to pray publicly. Many who 
find it easy to pray with a feeling of real warmth 
and a sense of vital communion with God in private 
find public utterance difficult, stilted, and unreal. 
Young people need to be taught to pray. Like the 
disciples of old their appeal to leaders of today is, 
**Master, teach us to pray.’’ Because public prayer 
is difficult, the worship programs of Young People’s 
Departments should provide training in this neces- 
sary Christian activity. 


Prayer assignments should be made in advance. 
The prayer theme should be broken up into two or 
more topics and assigned to young people with the 
suggestion that they build into their own private 
devotions for the preceding week the idea they are 
being asked to pray about. The feeling of com- 
munion may be easily established because young 
people have organized their thinking toward God 
with respect to particular ideas about which they 
are praying. One of the most valuable things any 
leader can do with a group of early adolescents is 
to assist them in making a personal prayer manual, 


86 YouTH ORGANIZED FoR RELIGIOUS EDUCATION 


containing a list of their own shortcomings (the 
sins that so easily beset them) ; the name and prob- 
lems of each member of their own families; the 
names of friends and companions; the needs of their 
own church, its problems and leadership; those in 
governmental life who need the leading of the Holy 
Spirit; the missionaries of the cross who serve 
for us on the far-flung battle fields of the world. 
The use of such a manual in daily devotions will do 
much to aid the young person in organizing his own 
thinking toward God with respect to individuals, 
groups, community and world needs, and thus make 
puble utterance fuller, easier, and more sponta- 
neous. : 


SCRIPTURE 


The reading or quoting of Seripture, either indi- 
vidually or responsively, needs to be given careful 
attention. Neither Scripture nor prayer should be 
repeated as one would say the alphabet or multipli- 
cation table. Attention should be given to the 
manner in which the reading or quoting is done. A 
spirit of reverence, accuracy of pronunciation, and 
correctness of interpretation should characterize the 
way in which Scripture is used. Young people 
should be encouraged to prepare in private for any- 
thing that they would do well in public. In reading 
or quoting Seripture, as with other parts of the 
program, they become or fail to become a help in 
worship for others by the way in which they con- 
tribute whatever element in the program may have 


Tue SunpAy SEssIon 87 


been assigned to them. They should be asked to 
read and reread many times the Scripture portion 
to be used; to look up the meaning of all unfamiliar 
words; through cross-reference work to get the real 
meaning of the passage for the group to whom it 
was originally written and any additional meaning 
it may have for us today. They ought to read or 
quote with meaning or understanding, if they are 
to become a blessing to others in public worship 
services. To read or quote haltingly, stumblingly, 
inaccurately, without an understanding of the 
meaning of the portion assigned, is to become a 
stumblingbloeck to all who are attempting to ap- 
proach the heart of God through his written Word. 


Occasionally the Seripture portion may be drama- 
tized, as in the parable of Preparation (the wise 
and foolish virgins); but where this is done, the 
same careful, reverent attitude on the part of all 
who participate is essential, if the Scripture portion 
contributes to the spirit and attitude of reverent 
worship. Care must always be taken to avoid the 
appearance of a stunt in the contribution of any 
element in a worship service. 


The Seripture should always be related to the 
central theme of worship and should be selected, 
lke the theme, with the needs and interests of 
young people in mind. Not all Scripture has equal 
devotional value; nor does all Seripture have an 
equally valuable message to the hearts and lives of 
young people. The needs of the pupils, the theme 


88 YouTH ORGANIZED FOR RELIGIOUS EDUCATION 


of worship, and the emotional .attitude to be cul- 
tivated determine the type of character of Scripture 
to be used. 

OFFERING 


One’s offering is in a very real sense an act of 
worship. Through offerings, self-sacrifice, and serv- 
ice the soul naturally expresses its faith and trust 
in the heavenly Father and its allegiance and obe- 
dience in sharing with Christ in the redemption of 
the children of men. An increasing number of 
Church schools are dignifying the offering by build- 
ing it into worship services and making it a formal 
act of worship. 


SHort TALKS AND STORIES 


The importance and function of the feelings in 
developing the religious life of young people ought 
never to be underestimated. Short talks and stories 
that have to do with achievement, heroism, self- 
sacrifice, and service may be naturally and legiti- 
mately used to nourish the emotions Godward and 
manward; and they often give motives for decisions 
that change the whole current of a life. Leaders of 
young people and the young people themselves 
should make their own collection of biblical, mis- 
sionary, and heart-interest stories and talks by 
gleaning from magazines, books, and newspapers. 
The missionary and religious educational publishers 
of the various denominations furnish magazines and 
journals containing materials suitable forsjust such 
use as this. 


THE SunpAy SESSION 89 


Source Materials 


The following source materials will be found 
valuable as an aid in planning devotional programs 
for young people: 


The Manual for Training in Worship, Hartshorne. 

Stories for Worship and How to Follow Them Up, 
Hartshorne. 

Story-Worship Programs for the Church School 
Year, Stowell. 

More Story-Worship Programs, Stowell. 

The Meaning of Faith, and The Meaning of Prayer, 
Fosdick. (Two books.) 

Services for the Open, Mattoon and Bragdon. 

Services of Worship for Boys, Gibson. 

Prayers of the Social Awakening, Rauschenbusch. 

The Opening Service in the Young People’s Depart- 
ment (Board of Education, Department of 
Chureh Schools of the Methodist Episcopal 
Chureh). 

Dramatized Bible Stories, Russell. 

Dramatized Missionary Stories, Russell. 

Bible Plays and Shorter Bible Plays, Benton. (Two 
books. ) 

Stories for Special Days in the Church School, and 
Hymn Stories for Children, Eggleston. (2 bks.) 

Hymnal for American Youth, Smith. 

Hymns for Today, Fillmore. 

Worship and Song, Winchester-Conant. 

Youth and the Church, Maus. 

Famous Hymns with Stories and Pictures, Bonsall. 


THE VESPER SESSION 


The Christian Endeavor, Epworth League, or 
Baptist Young People’s Union session usually con- 


90 YoutH ORGANIZED FoR RELIGIOUS EDUCATION 


venes for one hour or an hour and a quarter just 
preceding the evening church service. Where an 
hour and fifteen minutes is available, the first min- 
utes may be used as a pre-prayer service for the 
officers and leaders. The remaining one hour in 
many churches is now being divided into four sec- 
tions: devotions, fifteen minutes; open-forum dis- 
cussion of a given topic, fifteen to twenty minutes; 
book reviews, reports on projects, and other special 
features, fifteen or twenty minutes; and business, 
five to ten minutes. 


In churches where the Christian Endeavor, Ep- 
worth League, or Baptist Young People’s Union 
work is independently organized, the scope included 
in the intermediate, senior, or young people’s soci- 
ety should conform in age limits to the depart- 
mental groupings of the Church school, as these 
eroupings are based on natural life periods—early, 
middle, and later adolescence. Where combinations 
of these groupings must be made in connection with 
the educational work of the Church school, similar 
combinations should be made in corresponding 
Christian Endeavor, Epworth League, and Baptist 
Young People’s Union organizations in the interests 
of homogeniety and similarity of needs and interests 
on the part of adolescents. 

The stereotyped Christian Endeavor meeting is 
rapidly being supplanted by a vital open-forum dis- 
cussion of the real problems of the present day, 
erowing out of reports on surveys, projects, and 


THE SUNDAY SESSION . 91 


reviews of challenging devotional and missionary 
books. The tendency seems to be ‘‘Away with 
chppings: we will have none of you!’’ and be- 
tokens a new day in the religious life of young 
people. 

Recently the author visited a church that is ex- 
| perimenting with a correlated program of Christian 
education for young people and found that the eve- 
ning vesper session of the department was divided 
into four sections. The first fifteen minutes was 
given to a reverent, worshipful devotional service 
of Seripture, music, and intercessory prayer; dur- 
ing the next fifteen minutes three reports based on 
the Home and Foreign Missions survey volumes of 
the, Interchurch World Movement were given. One 
eroup reported on the conditions revealed by the 
survey; the second group on ‘‘Steps the Church 
Ought to Take in Meeting These Needs’’; and the 
third group on ‘‘Our Society’s Share in Meeting 
These Needs.’’ The third section of the program 
was given to the review of a chapter of a home- 
mission-study textbook, Saving America Through 
Her Boys and Girls, followed by special music and 
a brief dramatization on ‘‘Meeting World Needs.”’ 
The last five minutes was given to the regular busi- 
ness of the society. One went away from the serv- 
ice feeling that young people had really been chal- 
lenged to know and to face some of the vital prob- 
lems of the church of today. 


Where the Christian Endeavor, Epworth League 


92 YouTtH ORGANIZED FOR RELIGIOUS EDUCATION 


or B. Y. P. U. work is being carried on by a unified 
organization, there needs to be a division of respon- 
sibility among the members of the committee that 
has this phase of the work in hand with respect to 
certain items in the program. For illustration, the 
Christian Endeavor covenants, the pledge, Quiet 
Hour, and Tenth Legion work, should be made the 
specific responsibility of one member of the com- 
mittee. The purpose of each of these covenants 
should be presented from quarter to quarter in con- 
nection with the monthly consecration vesper serv- 
ice of the department and opportunity for those 
who wish, of their own volition and because of the 
spiritual growth and development that will come to 
them, to sign. The regular presentation of and 
checking up on the realization of the interdenom- 
inational or other denominational program should 
be made the specific work of another member of the 
committee; otherwise, some important phase of the 
year’s program and goals will fail to be accom- 
plished. ‘‘There is no excellence without great 
labor’’ in any young people’s organization. To do 
fine work means that goals must be met, programs 
must be worked out, and the total membership must 
be stimulated to reach the goals that have been 
unitedly agreed upon. In proportion as the entire 
membership of the organization is touched by the 
program and stimulated to do increasingly better 
work will development of Christian personality 
result. 


THE SUNDAY SESSION 93 


Principles That Make for Worth-while Meetings 


1. Select leaders three months in advance, notify 
them a month in advance, and check up on them two 
weeks in advance of the meeting they are to lead. 

2. Officers and committees should work with the 
leaders in planning programs. The group plan of 
conducting vesper sessions seems to be growing in 
favor. In churches where the educational work is 
correlated, the various organized class units are 
each made responsible for leading Christian En- 
deavor meetings, and a healthy rivalry stimulated 
as to which class can provide the most interesting | 
and attractive program. 


3. The element of variety in time, place, and 
character of the meeting is essential to the holding 
of the continued interest of young people: 


a) The committee should plan definitely to vary 
the type of meeting from week to week. 


b) A special surprise feature in the program, a 
rearrangement of the furniture of the room, special 
decorations that will contribute to the atmosphere 
of the program, will help to lend variety to 
meetings. 


c) The following types of meetings will bring 
eratifying results: (1) debates, (2) all-story meet- 
ings, (3) plays and pageants, (4) a musical eve- 
ning, (5) radio meetings, (6) candle-light services, 
(7) a memory meeting, (8) an evening of imper- 
sonations, (9) a leaderless meeting, (10) educa- 


94. Youtu ORGANIZED FOR RELIGIOUS EDUCATION 


tional and missionary exhibits, (11) a group-leader- 
ship meeting, (12) progressive leadership meetings. 


In addition to the program materials listed on 
page 89 the following source materials will be 
found valuable in planning worth-while Christian 
Endeavor programs with young people: 


1. The Home and Foreign-Missions survey vol- 
umes of the Interchurch World Movement (ob- 
tainable through the mission boards of the 
various communions). 

. The Christian Endeavor Guide (Bethany 
Prads ue 
3. The Baptist Young People’s Union Quarterly 

(Judson Press). 

4. Twelve Christian Endeavor Missionary Pro- 
grams (published by the missionary boards of 
the larger communions). 

5. The Christian Endeavor World (published by 
the United Society of Christian Endeavor). 

6. Sunday school and church papers of the vari- 
ous communions. 

7. Short Missionary Stories and More Short Mis- 
sionary Stories, Applegarth. 

8. Leaflets, pageants, and special day programs of 
the various communions. 


bo 


QUESTIONS FOR CuAss Discussion 


1. Do you feel that there is value in both a Sun- 
day school worship service for young people and a 
devotional vesper (Christian Endeavor, Epworth 
League, or B. Y. P. U.) session? Name some of the 
values. 


THE SUNDAY SESSION 95 


2. What relation has adequate equipment to the 
devotional training of young people? 

3. What two principles should be regarded in 
arranging the equipment of a worship assembly 
room? Why? 

4. What is the value and importance of (a) mu- 
sic, (b) Seripture, (c) prayer, and (d) short talks 
and stories in worship programs? 

5. Should an offering have a place in a service 
of worship? Why? 

6. What methods would you use to make the 
offering a real act of worship? 

7. What principles, should guide in planning 
worth-while Christian Endeavor vesper services? 


Projects For ASSIGNMENT 


1. Make a list of the essential and desirable equip- 
ment for a worship assembly room for intermedi- 
ates, seniors and young people. 

2. Select a theme and plan a Church school wor- 
ship service, correlating the music, Scripture, 
prayer, and short talks or story materials. 

3. Select a topic and plan a similar Christian 
Endeavor, Epworth League or Baptist Young Peo- 
ple’s Union meeting, correlating all the elements in 
the program. 


CHAPTER VI 


EXTENSION MEETINGS OF INTERMEDIATE, 
SENIOR AND YOUNG PEOPLE’S 
DEPARTMENTS 


Whether the educational work of the local church 
is being carried on through a unified and correlated 
plan of organization or through two or more inde- 
pendent organizations for young people, their full- 
est development will require, in addition to the 
Sunday sessions of the department, at least two 
extension meetings: a monthly missionary meeting 
for the intensive study of the missionary work of 
particular communions, and a monthly mid-week 
social-hfe meeting of the department for the de- 
velopment of the social life and for the expression 
of the rapidly developing physical, intellectual, so- 
cial, and altruistic interests of young people in 
service to others. 


But some one may raise a question whether or 
not a monthly missionary topic outlined by the 
Young People’s Commission for Christian En- 
deavor, Epworth League, and B. Y. P. U. meetings 


is adequate to the needs of missionary educa- 
tion for adolescents. The author thinks not, for the 


missionary topics outlined by the interdenomina- 
tional Young People’s Commission must of necessity 
be selected with the entire field of missionary en- 


96 


# 


EXTENSION MEETINGS OF DEPARTMENTS 97 


deavor in mind and must treat the more general 
aspects of missions that are common to all com- 
munions. ‘here is a very real need that the young 
people of any given communion shall know, not 
only something of the missionary enterprise in gen- 
eral, but also a great deal concerning the missionary 
work that is being carried on through the particular 
communion with which they are affiliated. An ex- 
tension missionary meeting of the entire depart- 
ment offers ideal opportunity for this more re- 
stricted study of the missions and missionaries of 
one’s own communion. 


THE EXTENSION MISSIONARY MEETING 


Realizing this need of young people for a more 
complete study of the missionary work of their own 
communions, nearly all the larger denominations 
are now providing, through their home and foreign 
missionary boards, materials adapted for such use. 
In a large number of communions this missionary 
material follows for six months of the year the cur- 
rent home missionary theme, and for the remaining 
six months of the year the current foreign mission- 
ary theme. The material is organized in every in- 
stance around the work the particular communion is 
doing in that field. Occasionally this material is 
organized around some particular topic or theme of 
special significance in the work of the communion 
at that time, such as the Tercentenary Celebration 
of the Congregational Church, the Centenary pro- 
gram of the Methodist Episcopal Church, the New 


98 YouTH ORGANIZED FOR RELIGIOUS EDUCATION 


Era program of the Presbyterian Church, or the 
Golden Jubilee program among the Disciples of 
Christ. 

The programs are for the most part topical in 
character and include, along with the more general 
aspects of missions in particular fields, a study of 
the stations and types of work of the communion in 
that field; map talks, showing the area occupied 
and for which the communion has primary respon- 
sibility ; poster talks, featuring the types of work 
that are being carried on; the pictures of mission- 
aries of the church who serve in that field; and the 
problems to be faced. | 

In these days, when the races of men are being 
brought more closely together each year through 
business, industry, and modern inventions, it is im- 
perative that the youth of the church be made to 
understand the immediate necessity of Christianiz- 
ing the business, industries, and inventions of the 
world if the goal of Christianity—a Christian world 
order of society—is to be realized. The primacy of 
missions, the missionary enterprise of the world in 
its entirety, and the fields of missionary endeavor 
which are the particular responsibility of each com- 
munion must be made the heritage of each young 
person who would have part in the ‘‘Kingdom 
building’’ project of our Lord, Jesus Christ. 

Just now, when the churches of America are fac- 
ing peculiar problems in the field of missionary co- 


EXTENSION MEETINGS OF DEPARTMENTS 99 


operation because the church in distant mission 
fields cannot and does not carry out exactly the 
same type of management which is characteristic 
of the church in the homeland, there is real need 
that the youth of the church consider the problems 
that must be met by the missionaries of the cross 
who go to far-away India, Africa, China, or Tibet. 
It is essential that young people shall be trained to 
look at the problem of world evangelism through 
the eyes of the missionary, who sees and under- 
stands the intricacies of the situation in a way that 
it is difficult, if not impossible, for us who are re- 
mote from these fields to see and to understand. 


It is especially difficult for the oriental mind to 
understand the conditions of our divided protes- 
tantism of the West. China especially is clamoring 
for a United Chureh of Christ in China, built upon 
Christ and the fundamental things upon which all 
Protestant churches agree. She is not particularly 
interested in our denominational differences. She 
demands the right to do her own religious thinking. 
Given Christ and the Bible, she will find her way to 
a united church that may yet lead the West to a 
spirit of unity and co-operation which we do not 
now possess. 

If the church of America is to go forward intel- 
ligently in its program of world evangelism, then 
the youth of the church must be trained to think 
and feel in terms-of a world-churech of Christ. The 
church as Jesus thought of it and spoke of it was 


100 YourH ORGANIZED FoR RELIGIOUS EDUCATION 


not an organization but a living organism made up 
of the Christians of the world, banded together and 
committed to realizing in the life of the world the 
Kingdom of God. The form of organization must of 
necessity be changed to meet the expanding needs 
of each succeeding generation of Christians. The 
wisdom of judgment of all the Christians of all the 
earth—of every race, color, and kind— is needed in 
building the united chureh of Christ. Extension 
monthly missionary meetings of the department 
afford an opportunity for young people to study 
these more intricate and difficult problems of par- 
ticular communions. 


The Program.—In many churches this monthly 
missionary meeting of the department is held in the 
home of the department superintendent of one of 
the teachers rather than in the ¢hureh. With the 
high school group it is sometimes held after school 
or on a Saturday afternoon. For older young peo- 
ple the monthly cafeteria supper, held in some 
home, with each young person bringing one pre- 
pared dish, seems to be growing in favor. The re- 
freshments are placed upon the dining room table, 
along with paper plates, napkins, and silver; and 
each young person serves himself. Hot coffe or 
chocolate may be served by the hostess, if desired. 

The program of the evening is divided into three 
sections. The serve-yourself lunch, with the young 
people grouped informally, comes from six or six- 


ExXtEnsion MEETINGS oF DEPARTMENTS 101 


thirty until seven or seven-thirty. This is followed 
by the formal program of the evening—under the 
direction of the missionary or social service com- 
mittee. After the fellowship lunch hour the leader 
of the evening takes charge, and a program of map 
and poster talks, stories, special music, and drama- 
tizations on the field that is being studied ensues. 
Following the program there is usually an hour or 
so of play, including among other things the presen- 
tation of some of the games that the young people 
of distant lands play. The evening closes with the 
usual good night courtesies and adieus. 

As a means of affording expression to the mis- 
sionary interest created in the study of the mission 
fields of particular communions the young people 
should be encouraged to undertake some special 
missionary service for these needy fields, such as 
filling a surprise box with supplies that will be of 
service to the missionaries in their work. These 
boxes, as a rule, are shipped so that they reach the 
mission station on or near Christmas time. They 
may include, among other things, books or subscrip- 
tions to some of the better magazines of the home- 
land for the missionaries themselves. Mission 
boards are prepared to furnish lists of materials 
that are especially needed at particular stations. 
Occasionally the support of a native evangelist, a 
Bible woman, or native nurse results from the study 
of particular fields and needs. As a rule there is a 


102 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


special monthly self-denial offering, which is sent 
through the missionary boards for work in desig- 
nated home or foreign mission fields. 


Occasionally these meetings center around the 
study of some book or the work and workers of par- 
ticular communions, such as Mary Slessor of Cal- 
abar; A Master Builder on the Congo; or Pioneering 
mm Tibet. In some instances the book studies are 
linked with the program material provided by the 
various communions for this study of denomina- 
tional missions. The following books on the play 
hfe of mission countries contain rich suggestions 
for the social features in these special monthly 
missionary meetings of the department: Children 
at Play in Many Lands, Hall; Joys From Japan, 
Miller ; Chinese Ginger, Miller. 

The following suggestions will be found helpful 
in making the most of these missionary meetings: 

1. Plan the general block of the program for at 
least six months, preferably for a year in advance. 

2. Select the leaders at least three months in 
advance and check up on them at least a month in 
advance. 

3. Plan for at least one surprise item in each 
program—special music, dramatizations, debates, 
impersonations, palaver between orientals, the visit 
of a real missionary, ete. 

4. Link with the study program each year some 
specifie bit of service work. 


EXTENSION MEETINGS OF DEPARTMENTS 103 


5. Plan for one or two park or open-air meetings 
throughout the year. 

6. See that the members of the committee are on 
hand early to receive the guests as they arrive and 
to assist the hostess in cleaning up after the 
meeting. 

In churches where the educational work for 
young people is correlated the missionary or social 
service committee of the department should be 
responsible not only for the monthly missionary 
meeting of the department for the study of denom- 
inational missions, but also for enlisting and inter- 
esting the entire group of young people in special 
types of social service work. This can best be done 
by making a social service survey of organizatious 
and institutions in the city, county, and even out 
over the state and nation, which are attempting to 
do uplift work. It will include interviewing, either 
personally or by mail, the executive heads of these 
organizations; securing from them information 
about types of service which may be_ rendered 
through their organization or institution; catalog- 
ing this information in such a way as to show def- 
initely the needs to be met and the types of things 
young people as individuals or groups may do to 
meet these needs. The survey should be followed 
by a definite challenge to each class, department, 
and organization of the church to undertake some 
specific responsibility in meeting the needs revealed 
by and through the survey. 


104 YourH ORGANIZED FOR RELIGIOUS EDUCATION 


THe Soctau-LIFE MEETING OF THE DEPARTMENT 


Adequate social-life activities are important to 
the development of young people. Boys and girls, 
especially those in the periods of middle and later 
‘adolescence, have far more of common interests 
than they do of differences. For their own fullest 
development normal coeducational social contacts 
are needed. In its through-the-week program the 
organized class unit should provide opportunity for 
the expression of lines of interest which grow out 
of sex differentiation. The department social-lfe 
activities should be coeducational in character, pro- 
viding opportunity for those of the opposite sexes 
to meet together in normal social-life intercourse. | 


If the departmental social-life program is to be 
of most value to young people, the general scope 
must be planned in advance for at least three 
months at a time, preferably the general scheme for 
the entire year. It should be so comprehensive that 
within the year the four phases of social-life train- 
ing—physieal, intellectual, social, and service—will 
be afforded through the program. The- besetting 
sin of many churches is using one type of fun and 
frolic for young people until that kind of social 
activity is so worn out by repetition that it has no 
challenge. Social-life programs, to be challenging, 
must have the element of continued variety. An- 
other common error in many churches is going with- 
out any sort of social activities for a period of two 
or three months at a time and then having a deluge 


EXTENSION MEETINGS OF DEPARTMENTS 105 


of poorly planned, hurriedly executed affairs just 
because the demand for something has become in- 
sistent. This hit-and-miss way of planning social 
affairs, if it can be dignified by the term planning, 
is one of the things that causes large numbers of 
young people to go elsewhere than to the church to 
find social-life activity. 

Leaders of young people need to know that it is 
possible to plan a scheme of social-hfe development 
for a year at a time; and that in the long run, even 
though it may take more time at the beginning of 
the year than the planning for a shorter period 
would require, it more than outweighs the addi- 
tional time required for the yearly docket plan in 
balance, variety, and range of activities covered. 


In making a social-life docket for the year one 
should take into account certain special occasions 
such as Mother and Daughter Week, Children’s 
Week, Father and Son Week, ete. Hither these in- 
terests should be blocked into the program, or a 
part of the time left vacant so that other groups 
which may wish to plan for some social event at 
that time of the year, will not find the schedule 
overcrowded. Then, too, the social-life plan for the 
year should take into account the seasons, climatic 
conditions, and school and community affairs, such 
as commencement week, lyceum numbers, grand op- 
era season, etc. The activities should be planned in 
such a way as not to make unnecessary conflicts 
with other interests and loyalties of young people. 


106 YourtH ORGANIZED FoR RELIGIOUS EDUCATION 


In as large a measure as possible the plans for 
the year should associate, in the thinking of young 
people, the physical, intellectual, and social activ- 
ities with the idea of service. This can be done by 
oceasionally building into the social-life program of 
the department a fresh-air party for neglected chil- 
dren or shut-ins; a literary program for homes for 
the aged, incurables, or disabled soldiers; a party 
for immigrant young people. The service idea may 
also be strengthened by a go-to-college party for 
those who are going away to school in the early 
fall; or by a membership rally followed by a special 
party or social for young people in the church and 
community who have not hitherto been enlisted in 
the church’s activity program. 

In churches where a correlated form of organiza- 
tion is in operation for groups of young people the 
planning of social-life programs will be the specific 
work of the recreational, or social-life, committee of 
the department. Whether the program of the 
church is correlated or carried on through inde- 
pendent organizations, there needs to be a unity in 
planning on the part of all those organizations and 
groups which are attempting to meet social-life 
needs, so that overcrowding the schedule at certain 
times and a ‘‘famine in social activities’’ at another 
time may be avoided. 

In a unified plan of organization the social-life 
committee should meet at the home of the depart- 
ment superintendent or social-life adviser in the 


EXTENSION MEETINGS OF DEPARTMENTS 107 


early fall, review the social-life programs offered 
during the preceding year, and, with last year’s 
sehedule in mind, proceed to plan in a general way 
a social-life docket for the year. Such a docket 
should inelude a balance of physical, intellectual, 
social, and service good times for the department 
with an average of one activity each month. The 
Annual Young People’s Department banquet will 
doubtless come early in the year and should include 
a complete review in the form of inspirational re- 
ports of the past year’s work by officers and com- 
mittee chairmen. This will be followed by the 
introduction of the newly elected officers and com- 
mittee and a preview of some of the fine things that 
are being planned for the ensuing year. The annual 
budget, covering all the phases of work and activi- 
ties of the department, should be presented at this 
banquet and pledges for the year received. Among 
other reports the general scheme of social-life ac- 
tivities for the year may be presented by the chair- 
man of the social-life committee. 

The following social-life docket for a year 
represents the way in which one Young People’s 
Department worked out its balanced physical, intel- 
lectual, social, and service program. You will note 
that the activities are arranged by seasons or quar- 
ters of the year and suggest for each month in the 
year both a service and a social activity, with the 
social activity for each month earrying out the 
idea of ‘‘social to save.’’ The program does not 


108 YoutH ORGANIZED FOR RELIGIOUS EDUCATION 


attempt to give a detailed plan for each activity 
but merely suggests two or three seasonal things 
that will be a part of the department’s activity 
program for the year: 


All-Year-Round Expressional Program for Young 
People 


Fall Quarter 


October.—Membership survey and follow-up cam- 
paign, all the committees of the department co- 
operating. Halloween social for the purpose of 
welcoming new members. 

November.—Community survey for types of so- 
cial service in which young people may engage, led 
by the missionary committee of the Department. 
Harvest-home social, each young person dressed to 
represent some fruit, grain, or vegetable; results of 
the social survey announced; observance of Father 
and Son Week by participation in a special men and 
boys banquet or spread. Appropriate observance of 
Boys’ and Girls’ Rally Day for American Missions— 
Thanksgiving Sunday. 

December.—Sale of Red Cross seals for Christmas 
packages for the American Tuberculosis Fund; or 
plan and carry out a community Christmas tree for 
the unfortunate or neglected ones of the community. 
A white gift Christmas program for the benefit of 
aged ministers or for the orphanage work of your 
communion. An open house social during Christmas 
week for employed young people away from home 


EXTENSION MEETINGS OF DEPARTMENTS 109 


or for any other group in the community who may 
not have a happy holiday week except through such 
courtesy. 


Winter Quarter 


January.—A series of vocational and professional 
life-work talks for the young people of the church 
and community. An annual birthday stunt party, 
celebrating at one time everyone’s birthday with 
birth-month group stunts. 

February.—Observance of Christian Endeavor 
week by a reception or social to the alumni society 
or to the Endeavorers of some other communion. A 
Saint Valentine’s or patriotic (Washington’s or 
Lineoln’s birthday) social. 

March.—Participation in the preparation for the 
Easter ‘‘win-my-chum’’ campaign. A Lenten mis- 
sionary or biblical pageant, with special offering for 
missions or benevolences. 


Spring Quarter 


April.—Culmination of the Easter ‘‘win-my- 
chum’’ campaign. An Easter sunrise devotional 
service in the church or on a hillside. An April 
Fool social or April Fool stunt party. 

May.—Participation in a community campaign 
for a ‘‘clean-up, paint-up, plant-up week.’’ Clean 
the lawn of the church. Co-operate with others in 
a make-the-city-beautiful effort. A May Day party 
or festival, including, if possible, a hike to the 


110 YoutH ORGANIZED ror RELIGIOUS EDUCATION 


woods for wild spring flowers. Some share in the 
annual observances of Mother’s Day, the second 
Sunday in May. A Mother and Daughter banquet 
or reception. 

June——Participation in an appropriate observ- 
ance of Children’s Day for Foreign Missions. Ob- 
servance of Education Day by a _ Go-to-College 
Sunday. 

Summer Quarter 


July.— Carry on an anti-summer-slump campaign. 
A Fourth of July Christmas tree for some needy 
mission field in co-operation with the missionary 
and social service committee. Co-operate with the 
Christian Endeavor Committee in observing a pa- 
triotic Sunday (nearest july 4). An annual picnic 
or track meet. 

August.—Annual representation in a summer 
young people’s conference or training school; or 
full-week camp training conference for young peo- 
ple of your own communion. Fresh-air camp or 
outing for neglected children or shut-ins. A song- 
fest, fireside joke night, or Indian powwow. 

September.—Co-operate with the Church school 
committee in plans for Promotion Day in the Church 
school. A farewell go-to-college social or stunt 
party. A general mass meeting wiener roast, with 
special committee meetings for each group to plan 
its program in general for the new graded Church 
school year (October to October): (1) Committee 
meetings in the late afternoon; (2) wiener roast at 


EXTENSION MEETINGS OF DEPARTMENTS 1niak 


six or six-thirty p.M.; (3) business, reports of com- 
mittees, including the report of the departmental 
nominating committee on the officers for new year; 
other committee reports; (4) social good time, 
games, songs, and elass stunts. 


QUESTIONS FOR CuAss Discussion 


1. Why is an extension missionary meeting of the 
department essential to the full-rounded develop- 
ment of young people? 

2. What elements should be included in this 
monthly missionary program of the department? 
Why? 

3. What definite suggestions can you give for 
making these monthly missionary meetings success- 
ful? 

4. Is a coeducational social-life meeting of the 
department essential to the fullest development of 
young people? Why? 

5. What range of activities should be included in 
a yearly social-life program for young people? 
Why? 

6. Why is a yearly or quarterly docket of social 
activities better than month-by-month planning? 


PROJECTS FOR ASSIGNMENT 


1. Make a list of the items in the ‘‘All-Year- 
Round Expressional Program for Young People,”’ 
listed at the close of this chapter, which would be 
impracticable in your church. What substitutions 
can you suggest? 

2. If this suggested program is too elaborate for 
your chureh, work out and plan one that you feel 
would provide a balanced physical, intellectual, 
social, and service development for young people. 


CHAPTER VII 
THE CLASS UNIT OF ORGANIZATION 


In discussing the ‘‘Principles Underlying Suc- 
cessful Work With Young People’? (chapter i) 
we noted that the ideal in work with ado- 
lescents is, ‘‘One inclusive organization in the 
local chureh for each natural group; that each of 
these groups should be organized as departments 
with class units; that the class unit should be or- 
ganized for specific tasks and individual and group 
training; and that the department should be or- 
ganized for group activities and for the cultivation 
of the devotional life through prayer, praise, testi- 
mony, and other forms of self expression.’’ In this 
chapter let us consider the class unit of organiza- 
tion: natural groupings,: prineiples that should 
guide in the formation of class groups, the aims 
that should be accomplished through the organiza- 
tion, the plan of organization; essential and de- 
sirable equipment, class sessions, and the range of 
activities that should be included in class programs. 


CuAss GROUPINGS 


A study of the natural interests and life needs of 
young people in the adolescent years clearly indicates 
that a desire for organization, or leadership, and for 
service iS prominent during this life epoch. That 


112 


CuAss UNIT oF ORGANIZATION BS 


the demand for organization is at its high tide during 
early and middle adolescence is evidenced by the fact 
that seventy-five per cent of the young people in 
these periods are or have been members of some 
sort of an organization. The demand for leadership 
in organization is dominant during the middle adoles- 
cent period; and the desire for opportunities in which 
life may express itself in altruistic service is at its 
flood tide during the later teens and early twenties. 

One of the early problems of the class unit of 
organization that must be solved is the grading and 
grouping of young people for class instruction. 
Here, as in other phases of education, the needs of 
the pupil must be the law of the school. <A study of 
the lives of boys and girls shows that the normal 
group during the early adolescent period is small; 
that it rarely ever includes more than fourteen and 
more often has in it anywhere from eight to twelve. 
In middle adolescence the normal group widens a 
bit and may include a range of from twelve to 
eighteen in number. 

In later adolescence the group consciousness has 
widened sufficiently to make the department, not 
the class, the normal unit of permanent organiza- 
tion. With older young people the size of the class 
groups will be determined largely by the number of 
pupils who may elect given courses of instruction, 
together with the ability of the teacher to weld 
them into an effective organization. 


Where the enrollment of the Church school is 


114. YoutH ORGANIZED FoR RELIGIOUS EDUCATION 


large enough to have a class of boys and a class of 
girls for each year in the early and middle adoles- 
cent periods, it is desirable to have it so, because 
the lesson courses are arranged in yearly units. 
Where the enrollment makes a combination of ages 
imperative, it is generally conceded to be better to 
combine into one or two classes boys in the early 
and middle adolescent periods, with a similar com- 
bination of girls in these two periods, than it is to 
have mixed classes of boys and girls. In the later 
adolescent period the classes will be mixed or segre 
gated according to the courses of study they may 
elect. 3 


GUIDING PRINCIPLES 


It must always be remembered that class organi- 
zation is a means, not an end in itself. The leader 
who would have the largest success with young 
people must regard the class organizations, whether 
temporary, for a period of three months, or more or 
less permanent through a period of two or three 
years, aS a means of developing the social instincts, 
the loyalty, the energy, the mutual interest and co- 
operation, and the student initiative of the group 
through the fixing of definite responsibility. Sue- 
cess or failure will attend the organization of ado- 
lescent groups in proportion as leaders of young 
people use the organization for the purpose of 
developing boys and girls. If this motive does not 
dominate the class organization, it would be far 
better not to have any sort of organization. The 


Cuass UNIT oF ORGANIZATION 115 


following principles will serve as a guide in making 
class organizations effective: 

1. The organization should be democratic and 
self-governing. After the organization has been 
completed, the management of the class should be 
put into the hands of the young people themselves, 
that they may learn the principles of self-govern- 
ment by their own efforts in that field. 

2. The organization should be used as a means 
of showing young people how to do effective work. 
Presidents and vice-presidents must learn how to 
preside by presiding over class sessions; secretaries 
must learn to do secretarial work by making and 
reporting on class minutes, items of business, ete. ; 
committees must learn to function effectively by 
planning programs and activities. Whenever lead- 
ers of young people usurp the office or work of any 
officer or committee of an organization, they have 
made and are making the organizational plan of no 
value. | 

3. The organization should have definite aims and 
a working program of activities. <A definite pro- 
gram of study and activities based on the things 
the young people themselves would like to do is the 
reason for class organization. Once an organization 
has been effected it must be used to minister to the 
needs and interests of the group if it is to serve the 
end for which it was formed. 

4. The organization must challenge the loyalty 
and enlist the active co-operation of every member 


116 YourH ORGANIZED FoR RELIciIous EDUCATION 


of the group, if it is to meet the social needs of the 
group in the fullest way. 

5. The organization should bring together and 
weld into a harmonious group young people of 
similar interests and needs. 


AIMS 


Worth-while aims to be accomplished by the 
group contribute in no small way to stabilizing the 
varied interests and activities of young people. 
These aims should be worked out by the group in 
co-operation with the teachers and should be of 
such a character as to challenge adolescents to real 
service and to worth-while endeavor. Since the 
survey of the Interchurch World Movement shows 
that twenty-seven million boys and girls and young 
people on the North American continent are not en- 
rolled in any church, Sunday school, or other or- 
ganization for religious training, it would seem that 
one goal ought to be in the field of evangelism; that 
adolescent classes should be encouraged and chal- 
lenged to look upon their organizations as a means 
of teaching and reaching the unreached boys and 
girls of America. In the hight of this need and the 
old slogan, ‘‘To win the members of the class to 
personal allegiance to Jesus Christ as Lord and 
Savior’’ is not an unworthy aim for any group of 
church young people. 


Young people want to grow and develop, and they 
will not long have respect and loyalty to organiza- 


Cuass UNIT oF ORGANIZATION 117 


tions that do not challenge them to growth and de- 
velopment. As a rule, the higher the aims, the more 
difficult the program, the more of real challenge it 
has for individuals. The development of Christian 
personality is a lifetime. process; hence, the aim, 
‘‘To train the individual members of the class, 
through Bible study and correlated subjects, through 
Christian conduct, recreation, and service, to em- 
body within themselves the Christ ideal,’’ should 
offer continual and increasing challenge to groups 
of adolescents. 


PLAN OF ORGANIZATION 


There is a wide variety of opinion in regard to 
the exact form of organization. Some educators be- 
lieve that with the early adolescent group the or- 
ganization should be simple in form and more or 
less temporary in type: that is, that officers should 
be elected as frequently as every three or six 
months; that there need be only two or three offi- 
cers; and that the committees should all be short- 
term committees, appointed to be responsible for 
specific activities and excused when the task as- 
signed to them has been accomplished. Other edu- 
-eators believe that the more permanent form of 
organization, in which the officers and committees 
are selected for periods of six months or a year ata 
time, is more effective in its results. With middle 
adolescents there is a general opinion that the or- 
ganization should be permanent, with an annual 
election of officers and committees, since the in- 


118 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


terests of young people are less fluctuating than in 
the early adolescent period. With older young peo- 
ple the department, not the class, is the permanent 
unit of organization. The class groups should be 
organized, but the organization will of necessity be 
less permanent than the department because it is 
built around elective lesson courses studied by the 
young people. An individual may be a member of 
one class during three months when a certain sub- 
ject is the basis of study and discussion, and a mem- 
ber of an entirely different class group for the fol- 
lowing six to nine months. The duration of class 
organization in the Young People’s Department 
must of necessity vary with the curriculum, espe- 
cially in such schools as are following the elective- 
lesson-course plan. 

The following outline gives a general plan of class 
organization. It may be changed and adapted to 
meet the needs of older and younger groups of 
adolescents :* 


I. Officers (elected, except the teacher, by the boys 

and girls from among their own number) : 

. President. 

. Vice-president. 

. Secretary. 

. Treasurer. 

. Teacher (appointed by whatever body or 
committee selects teachers and officers 
for the Church school). 


*Youth and the Church, Maus, pp. 129, 130. 


Oi RH oc Lb Fe 





Cuass UNIT OF ORGANIZATION 119 


II. Committees (as many as are necessary to carry 


LOE 


on its work; the following are suggested) : 


1. Recreation or social. 

2. Membership. 

3. Missionary or service. 

4. Executive. (The executive committee is not 
appointed but is made up of the officers 
of the class and the chairmen of stand- 
ing or short-term committees. The 
pastor and department counselor are 
ex-officio members of the executive com- 
mittees of all the organized classes of a 
department. ) 

5. Short-term committees may be appointed 
from time to time, and, if the class pre- 
fers, all the committees except the execu- 
tive committee may be short-term. 


Meetings: 


1. The Sunday session (forty to forty-five min- 
utes in length, thirty minutes of which 
should be devoted to lesson study). 


Program: 
a) Opening service: prayer, report of secre 
tary, reports of committees. ; 
b) Lesson period. 
c) Closing service. 


2. Weekly, monthly, or semi-monthly session. 


120 YoutTH ORGANIZED FoR RELIGIOUS EDUCATION 


Program: 
a) Varied to meet the physical, intellectual, 
social, and service needs and interests of 
young people. 


b) The program of activities is usually made 
by the executive committee for a period 
of three, six, or nine months at a time. 

(1) Submitted to the whole class for dis- 
cussion and adoption. 

(2) Details turned over to the proper com- 
mittee for execution. 


c) The character of the activity determines, 
as a rule, the place of meeting. 


Ae Activities: 


1. Activities for young people should touch 
every phase and interest of boy and girl 
life. 


2. They should be planned largely by the young 
people and should interrelate the work 
of the Sunday session with the through- 
“the-week life and interests of pupils.. 
(See Chapters VIII and IX for plans 
and materials.) 


ESSENTIAL AND DESIRABLE EQUIPMENT 


The classroom equipment of the Church school 
should be such as will make a high grade of educa- 
tional work possible. Worthy Church school teach- 
ers the continent over face well-nigh insurmount- 


Cuass Unit or ORGANIZATION IAT 


able obstacles every week because they do not have 
the necessary equipment to make real teaching pos- 
sible. 

Classrooms are essential to the best grade of 
work. These rooms should be light, airy, and as 
attractive as time and means will allow. For 
seniors and older young people the broad armed or 
tablet-assembly-room chairs or the Moulthrop table 
chair desks are desirable. With the intermediate 
classes either the broad armed chairs or tables 
around which the pupils may gather for study and 
work should be provided. Rooms should have suffi- 
cient floor space for the comfortable arrangement 
of chairs and table. The classrooms should afford 
complete separation from other class and assembly 
rooms. Folding doors and sliding partitions are far 
more expensive than lath-and-plastered walls and 
contribute neither to effective worship nor to high- 
gerade classroom work. 


The classrooms should be made as artistic in ap- 
peal as possible through the use of appropriate 
window hangings, or curtains and a few well chosen 
and well framed pictures with real messages for 
adolescents. Each room should be supplied with a 
permanent wall or easel blackboard, maps, Bibles, 
and notebooks or pads of paper for note taking and 
project assignments. Where the blackboards can 
be built in, with the bookcases on one side and 
filing cabinets for classroom supplies on the other, 
harmonizing in finish with the general furnishings 


122 YoutH ORGANIZED FOR RELIGIOUS EDUCATION 


and equipment of the room, they are to be preferred. 


The furnishing of new educational units or build- 
ings should be assigned to a committee that will 
earry out in equipment and furnishings one color 
scheme and effect throughout the different depart- 
ment and classrooms so that unity and harmony will 
prevail. The plan of allowing each class to select 
its own furnishings may contribute to the develop- 
ment of initiative, but it is usually at the cost of 
destroying unity and harmony of equipment. 


Class records and methods of reporting are equally 
important with the more permanent equipment of the 
room. Careful records of enrollment, attendance, of- 
ferings, and activities should be made by class secre- 
taries and filed with the department of general secre- 
tary. Card and loose leaf record systems seem to be 
growing in use and popularity. Several com- 
-munions now have graded credit systems that have 
been worked out and that are more or less uniform 
within given departments. These are desirable both 
for the sake of uniformity and completeness of 
permanent school records. The record should be 
taken at the beginning of the class period and need 
not take more than three to five minutes of time. 
Secretaries should be on hand in advanee to receive 
the offering and reports as the pupils arrive. The 
report may include such items as attendance, on 
time, offering, studied lesson, church attendance, as- 
signed work, and service activities. If a class is not 
too large, the plan of distributing the record ecards 


Cuass UNIT OF ORGANIZATION 123 


and envelopes and allowing each pupil to mark him- 
self proves satisfactory. In larger classes the rec- 
ord slips or envelopes may be provided a week in 
advance, and pupils requested to mark their record 
before coming to the Church school, dropping them 
into the offering basket or box with their offerings 
as they enter the room. As soon as the class secre- 
tary has completed the report, it should be filed with 
the general or departmental secretary, who makes up 
the complete report of all the classes, departmentally 
classified. 


CLASS SESSIONS 


Where conditions make it possible, there should 
be two class sessions each week—a Sunday session 
for the study of the Bible and correlated subjects, 
and a week-day session (weekly, monthly, or semi- 
annually) for the development of special class in- 
terests and for the expression of the social con- 
sciousness through physical, intellectual, social, and 
service activities. 

In the Sunday session the major emphasis should 
be on lesson study and discussions, and at least 
thirty minutes of the class period should be reserved 
for this purpose. Methods of teaching will vary 
with the character of the material and the develop- 
ment of the class. The three principles of activity 
discussed by Professor Weigle in Chapter IV of the 
teaching principles unit of the Standard Teacher 
Training Course should never be violated.* 





*A Study of the Teacher, pp. 109, 110. 


124 YoutrH ORGANIZED FoR RELIGIOUS EDUCATION 


1. There is no learning without mental activity 
on the part of the pupil. 

2. To insure definite mental activity the pupil 
must In some way express results. 

3. There is no expression without a social motive. 

Methods of recitation may vary; principles never 
do. This being true, whatever the method used— 
story, question, topical, outline, or project—the en- 
listing of the pupil’s activity, the securing of his 
actual participation in lesson development from the 
interest (social motive) point of view, is essential if 
real teaching is to result from the study period. 

In the week-day session the emphasis will vary 
with the needs and interests of the class. There is 
a growing conviction, however, that this week-day 
meeting should interrelate the Sunday and midweek 
activities. The following order of procedure for the 
week-day session indicates how this may be done: 


1. Business period (fifteen minutes) : 

a) President presiding. 

b) Report of class secretary, including a sum- 
mary of last Sunday’s report, unfinished 
business, ete. , 

c) Reports of committee chairman on plans 
for future meetings and activities. 


2. Devotional period (fifteen minutes) : 
a) Led by one of the pupils. 
b) Brief prayer or sentence prayers; a Scrip- 
ture portion. 


Cuass Unit of ORGANIZATION” 125 


c) Brief talk on ‘‘What I Learned from Last 
Sunday’s Lesson.’’ 


3, Practical talk (fifteen to thirty minutes) : 

a) On some theme around which the interests 
and activities of the class for that meet- 
ing are to center. 

b) Given usually by the teacher, the pastor, 
or an outside speaker. 

c) The purpose to give a seriousness of motive 
to the activity that is to follow. 


4. The activity (thirty minutes to one hour) : 

a) The activity that follows the practical talk 
should be planned to provide outlet for 
the natural energy along definite and use- 
ful lines. 

b) It should provide expression for the 
broader knowledge that has been brought 
to them through the activity talk. 

c) It should aid the group in consciously 
cultivation development along physical, 
intellectual, social, and service lines. 


RANGE OF ACTIVITIES 


Many of the activities of the class will grow nat- 
urally out of the lessons that are being studied 
from week to week, such as oral, manual, and serv- 
ice types of expression. Wise teachers will plan 
their lessons in such a way as to insure definite in- 
dividual and group activity growing out of the class 
study and discussions on Sunday. 


126 YoutH ORGANIZED FoR RELIGIOUS EDUCATION 


In addition to the types of activities that grow 
out of the study of lesson materials there is a wide 
range of interests that can and should be developed 
in the week-day sessions of the organized class. De- 
bates, story-telling, dramatics, craftwork, hobbies 
and fads, salesmanship—these and many other sim- 
ilar activities may be built into the through-the- 
week program of intermediate, senior, and young 
people’s classes. 


QUESTIONS FOR CLAss DISCUSSION 


1. What should be the basis of grading and group- 
ing pupils for classroom instruction ? 

2. Give five principles that should guide in work- 
ing out an effective class organization plan for the 
training of young people? 

3. Are worth-while aims essential to the fullest 
development of adolescents? What class aims would 
you suggest? Why? 

4. Discuss the essential factors in class organi- 
zation. 

5. Discuss the essential and desirable equipment 
important to real educational work with young 
people. 

6. Discuss the importance of adequate class and 
department records for adolescent groups. 

7. On what should the major emphasis be placed 
in the Sunday program of the organized class? 
Why? 

8. What principles of activity must never be 
violated in the successful use of all methods of les- 
son development? 

9. Discuss the order of procedure for the week- 
day session of the organized class. 


CLuass Unit oF ORGANIZATION 127 


10. What range of activities should be included in 
the through-the-week program of organized inter- 
mediate, senior, and young people’s classes? 


PROJECTS FOR ASSIGNMENT 


1. Work out a standard by which you would judge 
or evaluate the efficiency of an organized class. (See 
Survey of Religious Education in the Local Church, 
pages 154-155, by W. C. Bower; and A Handbook 
for Workers With Young People, pages 142-143, by 
J. V. Thompson. ) 

2. Make a survey of the system of class records 
used in your own school, noting the items included 
in the record system; permanent record that is kept; 
follow-up work that is done as a result of records, 
ete. What changes would you suggest looking 
toward the improvement of class and department 
records? 


3. How many of the classes in the Intermediate. 
Senior, and Young People’s Departments of your 
Chureh school are organized? How often do they 
meet? How many of them have definitely planned 
programs for both the Sunday and week-day ses- 
sion? What activities are included in the through- 
the-week program ? 

4. Outline a through-the-week activity program 
for an organized intermediate, senior or young: peo- 
ple’s class for a period of three months. 


CHAPTER VIII 


FOURFOLD-LIFE EVALUATION STANDARDS 
AND PROGRAMS 


There is a wide difference of opinion on the part 
of educators as to whether it is possible to chart and 
evaluate the development of adolescent boys and 
girls according to any threefold or fourfold stand- 
ard. Some regard even the idea of fourfold de- 
velopment to be a serious error, still adhering to 
the body, mind, and soul (or spirit) theory of de- 
velopment; others feel that any attempt to analyze 
or divide the growth of life into the four phases, 
physical, intellectual, social, and religious, or ac- 
cording to any other mechanical grouping is inac- 
curate, scientifically unsound, and impossible of 
achievement. These hold that life functions as a 
unit and may not be divided into any sort of arbi- 
trary or mechanical phases. Still other leaders of 
equal educational standmg, while recognizing the 
fact that life does function as a unit, believe that it 
is not only possible but profitable to emphasize 
through a fourfold program the necessity for bal- 
anced physical, intellectual, social, and religious ex- 
pression of life in order that one may achieve his 
fullest spiritual development; and that this may be 

128 


EVALUATION STANDARDS 129 


done without in any way doing violence to the func- 
ffonal idea of unity in human growth and develop- 
ment. 

All fourfold hfe evaluation standards and _ pro- 
grams are based on the lfe and personality of 
Jesus. He is the supreme hero who is held before 
young people as the ideal for the whole of hfe— 
physical, intellectual, social, and religious. Relat- 
ing what is said of the growth and development of 
Jesus in Luke 2:52, “‘Jesus advanced in wisdom 
(intellectually) and stature (physically), and in 
favor with God (religiously) and man (socially) ’’ 
to what Jesus himself said to his disciples in Luke 
10:27, ‘‘Thou shalt love the Lord thy God with all 
thy heart (emotionally), and with all thy soul (re- 
ligiously), with all thy strength (physically), and 
with all thy mind (intellectually) ; and thy neighbor 
(service or emotional outreach) as thyself’’; these 
leaders of youth have attempted to evolve a four- 
fold life standard and program that will turn the 
eyes of youth inward to the study of evaluation of 
their own present growth and attainment, and to 
challenge them to attempt to achieve, as they grow 
up into maturity, such a balanced, physical, intel- 
lectual, social, and religious expression of life and 
character as will assure full-rounded, spiritually 
developed personality in maturity. 

Placed in the form of diagram, the purpose. and 
result of fourfold-life development may be ex- 
pressed thus: 


130 YoutH ORGANIZED FoR REuIGIOUS EDUCATION 


SPIRITUAL secret 1 THE 
PERSONALITY | 5, ete ' ABUNDANT @ 
Luke 5:25 = a oe ae 225 MAD 
and e en OF JESUS 
Luke 10:27 Reena John 10:10 
Development 


Those of us who have been experimenting with 
fourfold-life standards of development for young 
people during the past eight or ten years have come 
to feel that while there may be dangers in any sort 
of mechanical division of life processes, the advan- 
tages that accrue as witnessed in the striving on the 
part of the adolescents to achieve in their own life 
and personality something of the full-orbed spirit- 
ual capacity of the Master of men, by far out- 
weighs any dangers that may result. 

The goal of fourfold-lfe evaluation standards and 
programs is balanced development. Its emphasis is 
not on the mechanical measurement of achievement 
of an individual as compared with other young 
people of a similar age; but upon self-examination 
of one’s own present physical, intellectual, social, 
and religious development as compared with the 
ideals of Jesus for human life, with the purpose of 
challenging young people to inearnate within 
themselves Jesus’ ideals for the body, the mind, the 
heart, and the soul. Its emphasis is not on charting 
high but on charting rigidly; not upon high seoring 
but upon heart searching as to one’s individual de- 
velopment along physical, intellectual, social, and 


EVALUATION STANDARDS 131 


religious lines. In the words of John Oxenham, a 
fourfold-life evaluation standard and program says 
to every young person: 


To every man there openeth 
A way and ways and a way. 
And the high soul climbs the high way. 
And the low soul gropes the low; 
And in between, on'the misty flats, 
The rest drift to and fro. 
But to every man there openeth 
A high way and a low, 
And every man decideth 
Which way his soul shall go. 


PHYSICAL STANDARDS AND PROGRAM 


It is an acknowledged fact that it is difficult, if 
not well-nigh impossible, to save (develop) the soul 
if the body continues to live in a state of physical 
sin and corruption. The basis of all development is 
physical. Psychologists tell us that self-control and 
the development of all higher mental, moral, and 
spiritual power depends on the proper interaction 
of nerves and muscles. Jesus never minimized the 
importance of the body in his own life, his teachings, 
or his relationships with humanity. He fed the 
hungry, healed the sick, cured the lame, gave sight 
to the bind. He lived much of his earthly life in the 
open and said of himself, ‘‘The foxes have holes, and 
the birds of the heaven have nests; but the Son of 
man hath no where to lay his head.’’ Yet he was not 


1382 YoutH ORGANIZED FoR RELIGIOUS EDUCATION 


a vagabond or a recluse. He approved of home- 
life, spent much time in the home of his friends, and 
loved the common, homely, beautiful courtesies that 
make for physical comfort and efficiency. He seemed, 
without formal instruction (for the Hebrew system 
of education gave no particular emphasis to physical 
growth and development), to understand the factors 
essential to normal, healthy, physical efficiency. 


Paul also recognized the importance and relation 
of physical efficiency to spiritual life and develop- 
ment when he said, ‘‘Know ye not that your body 
is a temple (house) of the Holy Spirit (God within 
us) ?’’? The physical is always important because of 
its spiritual relationships. So far as you and I know, 
the only reason for having a physical body at all is 
that through it we may grow or develop the soul 
(seed of God) within us. Margeret Slattery says, 
‘As long as we live, the physical will be with us. 
It is not to be despised but respected, not to be 
ignored but developed, not to be abused but used, 
and used to the glory of God. It demands obedience 
and exacts penalty when its laws are broken.’’* 


Fourfold-life evaluation standards would say to 
every young person, What is your present physical 
efficiency? To what extent are you consciously de- 
veloping your body to its nth capacity, so that it 
will be a fit instrument with which to glorify Christ 
in your personality? What is your intellectual eff- 
ciency? Are you forming right mental habits? 





' *The Girl in Her Teens, p. 26. 


EVALUATION STANDARDS 133 


What is your social efficiency? Is the Christian 
master motive of service finding increasing expres- 
sion in social contracts? What is your religious 
efficiency? Are you finding Christ increasingly a 
guide, helper, and friend? An adequate physical 
standard and program will include the following 
items :* 


I. Cherish health: 


1. Good health consists of: 
a) Being free from disease and harmful 
physical defects; 
) Having disease-resisting ability ; 
c) Being correctly proportioned in height 
and weight ; 
d) Being strong and vigorous and having 
good endurance. 
2. By forming right health habits: 
a) Get an average of eight hours’ rest each 
night, with windows open. 
b) Learn and practice daily three or four 
setting-up exercises and deep breathing. 
c) Clean the teeth at least night and morn- 
ing. 
d) Drink at least one glass of water be- 
fore breakfast each morning. 


II. Health education: 


Adequate health education consists of: 

1. A knowledge of physiology and hygiene suf- 
ficient to understand the function and proper 
care of the various organs and parts of the 
body. 


*Fourfold-Life Hvaluation Standard, Disciples of Christ, 
DDasoaet: 


134 YouTH ORGANIZED FoR RELIGiIous EpucATION 


2. A knowledge of sex functions of the body, 
gained from instruction in the home or from 
reading at least two books such as From 
Youth to Manhood, Hall, and Confidences, 
Talks with a Young Girl Concerning Her- 
self, by Lowry. 


3. A knowledge of first aid and home nursing 
sufficient to enable one to render proper aid 
in case of cutting an artery or vein, of burns, 
fainting, sunstroke, snakebite, drowning, 
frostbite, nosebleeds, etce., and to eare for 
the sick, administer medicine, prepare sick 
bed properly, ete. 


ITI. Personal appearance— 


To present a good personal appearance one 
must (1) have a good physical carriage; (2) 
be graceful; (3) be clean, neat and tastefully 
attired; (4) have an open face and a pleas- 
ing voice; (5) manifest a confident attitude ; 
(6) be free from physical eccentricities. 


IV. Recreation— 


Adequate recreation consists of: (1) Walk- 
ing at least two miles each day in the open; 
(2) swimming, rowing, paddling, and skat- 
ing in season; (3) taking part regularly in ~ 
one or more of the following games: tennis, 
croquet, golf, or other like games; (4) par- 
ticipating in such team games as football, 
hockey, ete.; (5) spending at least one week 
each year in camping in the open, sleeping 
in a tent, cooking over an open fire or camp 
stove, and helping to care for a camp. (An 
automobile trip may count as a substitute 
for this if the nights are spent in the open. ) 


EVALUATION STANDARDS 150 


INTELLECTUAL STANDARDS AND PROGRAMS 


Adequate recognition of the intellectual life and 
needs is equally important in any fourfold standard 
and program; for the mind is the feeling, knowing, 
willing power in human life, and in its very nature 
controls all higher moral and spiritual development. 
The mind is capable of wonderful growth. Scien- 
tists’ estimate that the human race at the present 
time has reached only about one-tenth of its possible 
eapacity for intellectual growth and achievement. 
Jesus, the Master Teacher, recognized the value and 
importance of the mind; for did he not say, ‘‘Man 
shall not live by bread alone, but by every word 
(idea) that proceedeth out of the mouth of God’’? 


A man’s life does not consist in the abundance of 
his material possessions but in the treasures of his 
mind (intellect) and heart (emotions). Vigor of 
mind as well as vigor of body is essential to the 
young person who would live life to the fullest. In 
these modern days, when the tendency of the times 
is to crowd out the higher intellectual and cultural 
subjects and to substitute the more practical earn- 
your-bread type of training, young people need 
especially to have their attention called to the intel- 
lectual heritage there is in store for them in the 
field of the world’s great literature, music, and art. 
God has endowed humanity with a wonderful capac- 
ity—the power to think—-and young people need to 
understand that to follow Jesus one must be trained 
to ‘‘think clearly, choose wisely, and act coura- 


136 Youtu ORGANIZED FoR RELIGIOUS HDUCATION 


geously in regard to all the problems of human 
life.’’ Jesus said, ‘‘Know the truth, and the truth 
shall make you free.’’ Christian young people who 
would develop their intellectual capacities to the 
utmost must form right mental habits. 


An adequate intellectual standard and program 
for adolescents should include :* 


I. Knowledge: to be gained through school, eol- 
lege, and vocational training— 


1. For those who are in school, adequate school- 
ing consists of: 


a) Being in the proper grade corresponding 
to one’s age. 

b) Making more than passing grades on all 
subjects studied. 

c) Attending school regularly. 


2. For those in vocational life (not in school) 
adequate schooling consists of: 


a) Having advanced as far as age would 
warrant when you left school. 

b) Continuing your education through 
home reading courses, correspondence 
courses, vocational training, or night 
school courses. 

c) Working and planning to return to 
school as soon as possible to complete 
school work or vocational training. 


3. For those who have completed school 
through college the best of adequate intel- 
lectual development consists of: 





*Fourfold-Life Evaluation Standard, Disciples of Christ, 
pp. 3-5. 








EVALUATION STANDARDS Te! 


a) Having mastered the subjects you pur- 
sued while in school. 

b) Being able to think correctly and 
clearly. 

c) Being economically independent. 

d) Being an efficient member of society. 

e) Being able to continue mental growth 
without the aid of further formal in- 
struction. 


II. Cultural experience— 


ja 


Adequate cultural experience consists of broad 
interests and wide appreciation. To achieve 
sufficient cultural experience one 


aby 


Must be acquainted with the chief works of 
the great poets and classical writers of the 
world; must read books by standard authors 
in the field of history, biography, travel, na- 
ture, science, religion, and fiction. 


. Must read regularly at least one daily news- 


paper and such magazines as the American, 
or Scribner’s Magazine; such reviews as the 
Interary Digest or Review of Reviews; such 
religious journals as World Outlook, World 
Call, and other church papers. 


. Must attend lectures dealing with worth- 


while themes as often as possible. 


. Must be alive to beauty, an appreciator of 


good art and music, a lover of nature, and 
an admirer of clean drama. 


Homecraft and handeraft— 


Adequate homecraft and handeraft ability con- 
sists of : 


138 YourH ORGANIZED FoR RELIGIOUS EDUCATION 


LS 


iw) 


For girls: the ability to cook, sew, clean 
house, care for the home, look after small 
children properly, and otherwise manage do- 
mestie responsibilities. 


. For boys: the ability to care for the furnace 


and automobile, keep the yard clean and 
tidy, work a garden, and make small repairs 
involving carpentering, painting, ete.; and 
otherwise to make themselves useful around 
the home. 


IV. Mental attitudes, ability, and types of habits— 


Ate 


2 


3. 


Proper mental attitudes consist in, 

Being open-minded, inquiring, accurate and 
thorough, judicious and fair, original and 
decisive. 


. A person has proper mental ability in degree 


as he can: 

a) Think logically and consistently. 

b) Analyze situations. 

c) Make accurate deductions. 

d) Estimate new situations quickly. 

é) Discriminate between possible choices. 

f) Learn easily and grasp new viewpoints. 

g) Give another a clear, intelligible state- 
ment of one’s own thoughts. 

h) Convey to others, quickly and accu- 
rately, information and facts. 


A person has proper types of habits when: 
a) It is no longer necessary for him to use 
conscious will power in performing the 
more common right actions of life. ) 

b) When evil and detractive habits have 
been overcome and removed. 


EVALUATION STANDARDS 139 


4. I will form right mental habits by,* 


a) Reading fifteen minutes each day cur- 
rent events from newspapers and mag- 
azines. 

b) Reading or studying at least one-half 
hour daily. 


c) Devoting fifteen minutes a day to Bible 
reading, meditation, and prayer. 


d) Keeping a daily account of all personal 
expenditures. 


SociAL STANDARDS AND PROGRAM 


The secret of the abundant life is, ‘‘Get to give.’’ 
All the wealth of physical and intellectual training 
possible is of little value unless the Christian motive 
of service to one’s fellow-men is the dominating, 
ruling passion of one’s life. It is impossible to de- 
velop one’s social nature except through the give- 
and-take of social relationships. All social relation- 
ships are either destructive or constructive in the 
process of character-making. The social instinets— 
work, play, and homing—are normal, like all other 
inborn human urges. The world, especially in these 
times, lives together. We can develop our spiritual 
nature Godward only as we develop our social nature 
manward. ‘‘Inasmuch as ye have done it unto one of 
PnesecinyovreLuren. a ain ee en Old. it” Unto «meg 
said Jesus. We must live with people; and in order 
that we may ‘‘live together, work together, and play 
together’’ in the most harmonious and helpful way, 





*4 Fourfold-Life Program for Girls, Binford, pp. 51, 52. 


140 YoutTH ORGANIZED FoR RELIGIOUS EDUCATION 


we must develop such social instincts and attitudes, 
training and responsibility, as will make our social 
contacts a blessing to all those lives we touch. 

Adequate social-life standards and program will 
include :* 


I. Personal and social attitudes— 


1. Right personal attitudes are cheerfulness, 
joyousness, optimism, hopefulness, calmness, 
poise, modesty, self-control, self-assurance, 
and enthusiasm. 

2. Right social attitudes are manifest by being 
amiable, friendly, generous, sympathetic, tol- 
erant, patient, loyal, kind, courteous, tactful, 
co-operative, and congenial. 


II. Social habits— 


Form right social habits by making the follow- 

ing items your daily code: 

1. Be on time for meals, work, school, and 
ehurch. 

2. Assume a just share of responsibility in your 
home. 

3. Attend the Sunday and through-the-week 
meetings of your class. 

4. Attend the Sunday and through-the-week 
meetings of your department of the Church 
school, Christian Endeavor, missionary circle 
or guild, and church. 


III. Social-lfe ability and training— 


1. Social-life ability consists of: 
a) Making friends readily. 





*Fourfold-Life Hvaluation Standard, Disciples of Christ, 
DDr.0, oi: 


EVALUATION STANDARDS 141 


b) Being at ease in a group and being able 
to make others feel at ease. 

c) Being able to entertain gracefully and 
interestingly by singing, playing, recit- 
ing, telling stories, conversing, ete. 


2. Social-life training consists of: 


a) Participating in socials and parties. 

b) Entering into the activities of school 
and chureh organizations: Sunday 
school, Christian Endeavor, missionary 
organizations, ete. 

c) Holding offices and positions of leader- 
ship in these organizations as occasion 
may permit. 


LV. Social responsibility— 


A socially minded person will: 


. Assume a just share of responsibility in the 


home. 


. Be interested and informed in regard to com- 


munity affairs. 


. Participate in social-betterment campaigns, 


such as, fly campaign, tuberculosis campaign, 
clean-up, paint-up, plant-up weeks, ete. 


. Vote intelligently and take an active part in 


promoting good government as soon as age 
permits. 


. Be informed in regard to the governor, State 


senators and other leading State leaders; the 
President of the United States, chief cabinet 
officers ; chief justice; speaker of the House; 
and the number of States necessary to ratify 
an amendment to the Constitution. 


142 Youtu ORGANIZED FoR RELIGIOUS EDUCATION 


RELIGIOUS STANDARDS AND PROGRAM 


Religion has to do with one’s way of living life. 
We of the Christian faith evaluate a person’s reli- 
cious standing in terms of the life and character of 
Jesus. A person is a Christian in degree as the out- 
ward acts of his life (physical, intellectual, social) 
resemble what Jesus under similar circumstances 
would be and do. One may assent to the teachings 
of Jesus and not be a Christian; but when one ex- 
periences—-incarnates the mind of Christ, so that it 
changes his physical, intellectual, and social behav- 
ior until it is Christlike behavior—then he has 
achieved a Christian personality. The mind plays 
an important part in Christian behavior; but it is 
with the heart (eyes of the spirit) and soul (thirst 
for God) that one achieves spiritual personality. 

Pure and undefiled religion expresses itself in 
physical, intellectual, and social ministration to the 
needs of humanity. It includes knowing God 
through nature, daily prayer and Bible reading, 
worship, study, self-dedication, self-discipline, and 
service. A fourfold program of development for 
adolescents must set youth to seeking after God to 
the extent of experiencing Christlike traits in life 
and character. 


An adequate religious standard and program will 
include :* 4 | 





Ba tL Evaluation Standard, Disciples of Christ, 
pp. 7-9. 


EVALUATION STANDARDS 143 


_I. Right personal moral attitudes toward life. 
One who assumes right personal moral atti- 
tudes toward life will be— 


1. Honorable, open, honest. 

2. Punctual, truthful, dependable, sincere. 
3. Willing to go the second mile. 

4. Altruistic, given to service. 


Il. Personal life and knowledge. 


1. A person in a proper religious state will 
find— 


a) Christ to be a guide, helper, and friend. 

b) God a near, inspiring heavenly Father. 

c) Prayer warm, natural, and satisfying. 

d) Fellowship with other Christians full 
and satisfying. 

e) It is necessary to openly accept the 
Christ ideal for daily living. 


2. Religious knowledge, which alone can make 
possible all of this, comes through— 


a) Thoughtful meditation about religious 
matters. 

b) Daily Bible reading and prayer. 

c) Systematic study of the Bible, either 
privately or in classes. 

d) Mission study and reading in classes, 
circles, and guilds. 

e) Study of church history, social service, 
and correlated subjects. 


III. Christian co-operation and participation. 
Christian co-operation and participation con- 
sists of— 


1. Openly confessing Jesus Christ as oue’s per- 
sonal Savior and in uniting with the church 


144. Youru ORGANIZED FOR RELIGIOUS EDUCATION 


IV. 


and its auxiliary organizations, such as 
Chureh sehool, Christian Endeavor, ete. 


. Participating whole-heartedly in the work 


and service of the church and its auxiliary 
organizations. 

Consecrating to the use of the church and 
the Kingdom time, talent, money, and 
service. 


Personal Christian habits. 


Form right religious habits by making the fol- 
lowing items your regular practice. 


I, 


2. 


Attend public worship at least once each 
Sunday. 

Give a definite portion (at least a tenth) of 
my income, allowance, or earnings for reli- 
cious purposes. 


. Render some definite bit of service each day 


in my Master’s home. 

Think over earnestly each evening this ques- 
tion, Have I today, as a follower of Christ, 
been thoughtful, courteous, kind, and un- 
selfish in my treatment of others? 


INDIVIDUAL SCORING 


We have not attempted in discussing the fourfold 
standard and program to give in this chapter any 
system of charting or scoring. Leaders of young 
people who wish to experiment with the standard 
on the point or score basis can easily do so by 
arranging a standard of scoring of their own. A 
maximum of ten points may be allowed for each 
sub-item (a, b, c, ete.) under each major item 


EVALUATION STANDARDS Te 


(Roman numerals) in each standard, the individual 
pupil sealing himself from ten down toward zero. 
If the standard is used in this way, a credit and in- 
formation column should follow the items in each 
standard in which the score and information that 
will help in re-evaluating pupils can be given. The 
score for each major item (Roman numerals) in 
each standard is determined by adding the scores 
of the sub-items under each major head and divid- 
ing the total by the number of sub-items. The pu- 
pil’s percentage of efficiency for each major item in 
the standard will be ascertained by multiplying the 
score by ten. The letters P.I.S.R. will be awarded 
to students who attain a rank of eighty per cent 
in any of the four standards (physical, intellectual, 
social, religious) and. who do not fall below sixty in 
any one of the major items under that standard. 


FourRFOLD-PRoGRAM SourcE MATERIALS 


The fourfold standards suggested in this chapter 
are not intended to be exclusive but offer one 
method of approach to the building of adequate 
fourfold standards that may be used by leaders of 
young people in any Church sehool. The following 
additional sources will be of value in planning four- 
fold programs for use in Church school classes. 


Christian Citizenship Course for Boys (Pioneers’ 
Manual and Handbook, ages twelve to fourteen, 
and Comrades’ Manual and Handbook, ages fifteen 
to seventeen), Association Press. 

A Fourfold-Life Program for Girls, Binford. 


146 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


Canadian Standard Efficiency Training for Trail 
Rangers and Tuxis Boys, National Boys’ Work 
Board of the Religious Education Couneil of Can- 
ada, Toronto. 


Canadian Girls in Training, National Girls’ Work 
Board of Religious Education Council of Canada, 
Wesley Building, Toronto. 

Fourfold-Life Evaluation Standard, United Chris- 
tian Missionary Society, 425 DeBaliviere Avenue, 
Saint Louis. 


(JUESTIONS FOR CuiAss Discussion 


1. What is the aim or goal of fourfold-life evalu- 
ation standards? 


2. Why do you feel that balanced fourfold devel- 
opment is desirable? Discuss fully. 

3. On what is the emphasis placed in charting the 
fourfold development of young life? Why? 

4. What range of activities should be included in 
each section of the fourfold program? 


ProJEcTs FoR ASSIGNMENT 


With the fourfold program materials suggested 
in this chapter, work out a fourfold standard that 
may be used to challenge the young people of your. 
own local church. This may be done by listing, 
after the sub-items in each standard, questions that 
will draw out the information a leader of young 
people would need to know in order accurately to 
evaluate the present physical, intellectual, social, 
and religious development of young people. 


CHAPTER IX 
BUILDING FOURFOLD-LIFE PROGRAMS 


It is one thing to work out a fourfold standard 
and program for evaluating the physical, intellec- 
tual, social, and religious development of young 
people and quite another thing to use these mate- 
rials in the local churches in the building of four- 
fold programs for organized classes and groups 
that definitely and constructively aid young people 
in raising their standing on the points in the pro- 
gram in which they are inefficient. The fourfold- 
life standards and program material suggested in 
the preceding chapter and in the additional source 
materials listed at the close of that chapter are rich 
in suggestions; but, with perhaps the exception of 
the Canadian Tuxis System, the Christian Citizen- 
ship Course for Boys, and the Fourfold-Life Pro- 
gram for Girls, none of them provide definite sug- 
gestions for the use of the material in its present 
form by organized classes without careful and intel- 
higent thought and planning on the part of leaders 
of young people. In this chapter let us consider 
ways in which this challenging fourfold program 
material may be used by leaders of young people 
in the week-day sessions of organized classes and 
groups. 


147 


148 YoutTH ORGANIZED FoR RELIGIOUS EDUCATION 


Fourfold-life standards of evaluation, if used at 
all, should be used as the basis of obtaining more 
or less accurate information in regard to the pres- 
ent physical, intellectual, social, and religious de- 
velopment of individual pupils. The use of these 
standards will reveal the fact that certain members 
of the class are fairly well developed in some items 
in the standard and weak and inefficient in other 
equally important items. Having charted the in- 
dividual members of the class, the teacher or four- 
fold-life adviser should then make out a list of the 
physical, intellectual, social, and religious deficien- 
cies of the group as revealed by the fourfold-life 
evaluation standard; and then, working with the 
class, make out a quarterly fourfold-program for 
the group which will make it possible for the mem- 
bers to bring up their standing to at least eighty 
per cent on the points of their inefficiency. 

In building these quarterly programs for the 
class, leaders of young people will need to observe 
three principles: (1) that, to become efficient ac- 
cording to any standard, pupils need increased 
knowledge. This needed additional information or 
knowledge may be provided through activity talks, 
home reading, or group discussions; (2) to be effi- 
cient in any of the four standards pupils need 
activity along lines which will aid them in overcom- 
ing inefficiencies; (8) these activities must be re- 
peated sng sufficient frequency to form right 
physical, intellectual, social, and religious habits if 
permanent development is to be the result. 


BuILDING FouRFOLD-LIFE PROGRAMS 149 


The emphasis in the through-the-week meetings 
of the organized class should be on the development 
of fourfold efficiency. The responsibility for carry- 
ing out the week-day session should be placed upon 
the young people themselves, the teacher acting 
only as a guide, or adviser. The younger the class, 
the more advice and council will be required of the 
teacher, but leaders of young people should never 
take the reins of leadership out of the hands of the 
croup. Holding class and department offices, learn- 
ing how to preside over meetings in a parliamentary 
way, keeping minutes and reporting committee 
meetings, ete., all are steps in the progress of young 
people toward full responsibility and efficient lead- 
ership in maturity. Nothing is more interesting 
than to watch the development of a group of inter- 
mediate boys or girls from stumbling, self-conscious 
speechlessness to confident purposefulness, both in 
making plans and in carrying out the suggestions 
and programs of the class. 

In Chapter VII we noted that ordinarily the pro- 
gram of the through-the-week session would be 
divided into four sections, the business period, the 
devotional period, the practical talk, and the activ- 
ity, with approximately fifteen, thirty, and forty 
minutes allowed for each section. Where all the 
classes of a department have separate business ses- 
sions in connection with the monthly departmental 
business meetings and pleasant Sunday afternoon 
program, the weekly business period may be omit- 
ted from the through-the-week session of the organ- 


150 YoutrH ORGANIZED FOR RELIGIOUS EDUCATION 


ized class altogether or held in connection with only 
one of the through-the-week meetings each month. 


THe THROUGH-THE-WEEK PROGRAM 


1. The business period.—In this period all mat- 
ters of business connected with the class groups 
should be transacted. The class presidents should 
preside, call for the minutes, and direct the neces- 
sary business of the class, including the details of 
planning for future meetings and activities. Care 
will need to be exercised that the business period 
does not occupy more time than is necessary. Young 
people need to learn how to do things in an orderly 
way; but they also need to learn how to do them 
without necessary delay and futile discussions. The 
euiding hand of the leader of young people will 
sometimes be needed here to see that the business 
of the class is earried through expeditiously and in 
such a way as to give young people training in 
parliamentary procedure, in developing initiative 
through the fixing of definite responsibility, and in 
powers of judgment and decision. 


2. The devotional period.—This period should 
provide opportunity for expression in spiritual mat- 
ters. The devotions may be arranged around scme 
definite book study such as The Meaning of Prayer, 
Fosdick, or Some Social Teachings of the Bible, Bin- 
ford,* or around different topics from week to week. 
The aim of this period should be to inter-relate the 





*Thirteen outline studies arranged for young people, 


BurImLDING FouRFOLD-LIFE PROGRAMS itsph 


Sunday class session with the through-the-week 
meeting. A brief prayer by the leader of devotions 
or a period of sentence prayers, a verse or two of 
one or more familiar hymns, and a brief devotional 
talk or résumé of last Sunday’s lesson, with partiec- 
ular emphasis on ‘‘what last Sunday’s lesson meant 
to me’’ will afford the necessary devotional empha- 
sis, aS well as train young people in the field of 
expression. 


3. The practical or activity talk.—The topics of 
these activity talks will be chosen with the purpose 
of bringing to young people the additional informa- 
tion and knowledge they need in order to bring up 
points of weakness as revealed by the fourfold- 
life evaluation standards. They should grow out of 
the needs of boys and girls as revealed through the 
fourfold charting. They should be planned to help 
young people in their fourfold development, being 
arranged in turn from the four phases (physical, 
intellectual, social, and religious) of the program. 
Where the talk requires some one with special 
knowledge and training, an outside speaker may be 
provided; but more often these talks will be given 
by the leaders of young people themselves. Occa- 
sionally assignments may be made to older young peo- 
ple in training for the leadership of younger groups. 

4, The activity.—The purpose of the activity, fol- 
lowing the practical talk, is to provide an outlet 
for the natural energy of young people, and to 
relate the knowledge and information that has been 


152 YoutTH ORGANIZED FOR RELIGIOUS KDUCATION 


brought to them through the talk to their own lives 
by getting it over into their motor-nervous systems 
by doing the thing around which the talk or dis- 
cussion has centered. This activity should always 
be related to the practical talk that preceded it. 
For example, a talk on physiology or hygiene might 
be followed by the practice of the ‘‘daily dozen’’ 
for keeping the body physically efficient, thus re- 
lating the explanation to the actual doing of the 
exercises. Music may be provided to add to the 
spirit of the occasion. This in turn may be followed 
by games that make for physical efficiency. 


FouRFOLD-LIFE CLUBS 


Many churches whose teachers find it difficult, if 
not impossible, to meet with their classes each week 
are forming what is known as fourfold-life clubs 
(boys and girls separately), meeting weekly at the 
church for fourfold development. As a rule the 
classes meet separately for their business and de- 
votional periods and then come together for the 
practical talk and activity that follow. Schools 
using this plan have, as a rule, a fourfold-life coun- 
selor, or adviser, who meets with the groups and 
who takes the place of the teachers in guiding the 
development of the classes along fourfold lines. 
Where it is possible for one or more of the teach- 
ers to be present that is altogether desirable. 

When four classes assemble for the activity talk 
and play period, they may form the fourfold square 
by sitting in chairs arranged in the form of a 


BuILDING FourRFoLD-LIFE PROGRAMS 153 


square; or in the form of the Greek or Maltese 
eross, which is coming to be the symbol of fourfold 
development. Where the Maltese cross is formed, 
the members of each class may form the outside 
lines of one section of the cross, and the officers 
(president, vice-president, secretary, treasurer) the 
slant lines by placing two officers on each side, thus: 


CrassNumBer 41 


ne 
P.—President S. LZ 
S.—Secretary . VF 


V. P.—Viee- 
President 


T.—Treasurer 


ey YSSWwAL] SSYTY) 


Crass NumBer 2 





Crass NumeerR 4+ 


The weekly fourfold-life club meeting of the de- 
partment, the boys and girls classes each having 
their club sessions separately, has several advan- 
tages. It makes possible a healthy rivalry between 
classes and a spirit of competition in fourfold 
achievement, serving as a stimulus to the indifferent 
class or pupil. It also makes possible team games 
and tournaments that cannot be so well arranged 
if the groups meet at different times for their 
through-the-week class sessions. 


154. YourH ORGANIZED FOR RELIGIOUS EDUCATION 


PLANNING FourRFOLD-LIFE PROGRAMS 


Fourfold-life programs should be planned in ad- 
vanee for at least three months at a time. The ad- 
vantages of such planning are obvious. The pupils 
know just what to expect at each meeting ; adequate 
time is allowed for arranging for outside speakers 
or for the fourfold adviser or counselor to prepare 
the activity talks for which he or she is responsible 
throughout the year. The various parts of the pro- 
gram can be correlated and definite courses of 
study, such as first aid, book studies and reviews, 
debates, dramatizations, etc., arranged in advance. 

In each meeting three things will need to be def- 
initely planned for: the leader of devotions, the 
practical talk, and the direction of the activity. 
When refreshments are to be served, that detail 
also should be made the specific work of one class 
or of a joint committee of all the classes. Two or 
three different methods for outlining and planning 
programs may be used.* 

1. The whole group, after careful discussion, de- 
cides upon the devotional period, talk, and activity 
for each meeting. 

2. After a general discussion by the group a 
committee of the class is appointed to draw up a 
program, which is to be referred back to the group 
for approval and further suggestions. 

3. In schools where several classes meet together 
as a fourfold-life club for their talks and activities, 





*A Fourfold-Life Program for Girls, Binford, p. 37. 


ButupIna Fourroup-LIrE PROGRAMS iat) 


a more complicated method is necessary. The lead- 
ers should meet beforehand to discuss and agree 
upon a common plan of suggestion and guidance. 
The different groups of the department may each 
draw up a program, which will be handed to the 
program committee (either the department execu- 
tive acting as a program committee, or one espe- 
cially elected for such duty). The committee will 
then select the best suggestions and refer them to 
the department for acceptance. Jn the department 
program some afternoons or evenings should be set 
aside for separate class meetings in order that the 
special needs of each group may be met. 


TypicAL FouRFOLD PROGRAMS 


We submit here two types of programs showing 
different approaches to the use of fourfold-life pro- 
gram materials with adolescent groups. Type I 
shows a group program that may be used by sep- 
arate classes as such or as the basis of the fourfold- 
life club meeting of all the classes of a department 
for a period of three months: 


Type I' 


First Week (Physical) 
Business. 
Devotions.—Topiec, ‘‘Keeping Fit’’ (Some Social 
Teachings of the Bible, p. 7).? 
1Adapted from “Typical Program for Three Months,’’ pp. 


37-39 of A Fourfold-Life Program for Girls, Binford; Presby- 
terian Committee of Publication, Richmond, Virginia. 


2Some Social Teachings of the Bible, Binford. 


156 YouTH ORGANIZED FOR RELIGIOUS EDUCATION 


Practical talk—‘‘The Daily Dozen Rules for 
Health.’’ 


Activity.—Discussion of the items in the health 
habits code (p. 132), followed by an individual chal- 
lenge to try them for three months. Practice of 
‘*Daily Dozen,’’ games and refreshments. 


Second Week (Intellectual) 

Business. . 

Devotions.—Topic, ‘‘Making Education Chris- 
tian,’’ (Some Social Teachings of the Bible, p. 19). 

Practical talk—Three book reviews, introducing 
books young people ought to read. 

Activity.—Have one or two pupils from each class 
describe in two minutes their favorite books. Let 
others present guess the name of the authors. The 
leader may give an honor point to the pupil or class 
that guesses the largest number right. Games and 
refreshments. 


Third Week (Social) 

Business. 

Devotions.—Topie, ‘‘What It Means to Belong,”’ 
(Some Social Teachings of the Bible, p. 27). 

Practical talk—‘‘Some Men and* Women Who 
Have Served.’’ Have each person present write a 
list of the ways in which one may serve his com- 
munity, country, and world through organizations. 
The leader may give an honor point to the pupil or 
class that presents the best list. Games and re- 
freshments. 


BUILDING FouRFOLD-LIFE PROGRAMS 157 


Fourth Week (Religious) 


Business. 

Devotions.—-Topie, ‘‘The Act of Being Neighbor,”’’ 
(Some Social Teachings of the Bible, p. 35). 

Practical talk.—‘‘ Parables of Jesus That Empha- 
size Service.’’ 

Activity.—Have one of the classes give a dramati- 
zation of the Good Samaritan or of the Prodigal 
Son. 

Fifth Week (Physical) 

Business. 

Devotions.—Topie, ‘‘Sane Recreation,’’ (Some 
Social Teachings of the Buble, p. 23). 

Practical talk—‘Why We Play Team Games.’’ 

Activity.—Volley ball, dodge ball, or basket ball. 


Sixth Week (Intellectual) 

Business. 

Devotions.—Topiec, ‘‘Workmen  Unashamed,’’ 
(Some Social Teachings of the Bible, p. 11). 

Practical talk—‘‘Six Famous Artists and Their 
Pictures. ’’ 

Activity—Have on hand in advance fifteen or 
twenty copies of great masterpieces of famous ar- 
tists. See how many can guess the names of these 
artists and give the name of one or more pictures 
which they painted. (Copies may be obtained from 
the Perry Picture Company, Malden, Massachusetts. ) 
Games and refreshments. 


158 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


Seventh Week (Social) 

Business. 

Devotions.—Topie, ‘‘The Sons of God Are Given 
to Hospitality,’’ (Some Social Teachings of the 
Bible, p. 5). 

Practical talk.—Courtesy talk on the rules in re- 
gard to introducing acquaintances and friends. 

Activity —A demonstration of proper and im- 
proper methods of introducing, followed by picnic 
or skating party. 





Kighth Week (Religious) 

Business. 

Devotions.—-Topie, ‘‘The World for Christ,’’ 
(Some Social Teachings of the Bible, p. 45). 

Practical talk.‘ Ming Kwong, the City of Morn- 
ing Light’’ (China). 

Activity —A pageant of living pictures of China, 
showing dress, manners, and customs, followed by 
the learning of one or more Chinese games. (See 
Chinese Ginger, Miller.) 


Ninth Week (Physical) 

Business. 

Devotions.—Topie, ‘‘Do I Belong to the Team?’’ 
(Some Social Teachings of the Bible, p. 29.): 

Practical talk—The ‘‘Ten Commandments of 
Play.’’ (Recreational Leadership for Church and 
Community, Powell, pp. 26, 27.) 

Activity —Group games, active and quiet, led by 
one of the classes. Refreshments. 


BuriupInG Fourroup-Lire Programs 159 


Tenth Week (Intellectual) 

Business. 

Devotions.—Topie, ‘‘Christianizing the Social 
Order,’’ (Some Social Teachings of the Bible, p. 47). 

Practical talk.—‘‘Six Famous Musicians.”’ 

Activity. —A musical program of the compositions 
of the great masters either by the pupils or on a 
victrola. Have pupils guess names of pieces played 
and tell things of interest about the composers. 


Hleventh Week (Social) 

Business. 

Devotions.—Topiec, ‘‘What It Means to Belong to 
the Church,’’ (Some Social Teachings of the Buble, 
Deeed)4 

Practical talk.—The Essentials of a Well-Bal- 
anced Social Program.”’ 

Activity.—Entertain another class of girls; or en- 
tertain the boys’ fourfold-hfe club of the depart- 
ment. At the close of the program criticize the 
items in it with respect to balance. 


Twelfth Week (Religious) 

Business. 

Devotions.—Topic, ‘‘Making the United States 
Christian,’’ (Some Social Teachings of the Bable, 
(esbpe 

Practical talk.—‘‘Christian Citizenship.’’ 

Activity Have on hand in advance pictures of 
some fifteen or twenty of the great statesmen of the 
world (America especially). See how many mem- 


160 YoutTH. ORGANIZED FOR RELIGIOUS EDUCATION 


bers can guess the names of these statesmen from 
the pictures. Follow with a debate: ‘‘Resolved 
that the church is more powerful than the public 
schools in the making of Christian citizenship.’’ 
Games and refreshments. 


Thirteenth Week 
Business. 

Devotions.—Topic, ‘‘Cooperation or Co-opera- 
tion,’’ (Some Social Teachings of the Bible, p. 30). 
Practical talk—‘‘ Our plans for Next Quarter.”’ 

Activity.—Open-forum discussion on the pro- 
crams of the past quarter around such a theme as 
‘‘How the through-the-week meetings of this quar- 
ter have helped me,’’ every member of the class or 
club speaking, and each limited to an equal amount 
of time. 


Type II 


Fourfold program, Type II, is individualistic in 
character in that it provides a suggested standard for 
the individual members of the class upon which each 
person checks himself. Four items are suggested in 
each of the four standards (physical, intellectual, 
social, and religious) with a maximum of twenty- 
five points on each sub-item; and a maximum of 
one hundred credits or points on each major divi- 
sion. The sub-items in each standard are based on 
points of inefficiency revealed by the fourfold-life 
evaluation standard suggested in the preceding 
chapter. The program extends over a period of 


BUILDING FouRFOLD-LIFE PROGRAMS 161 


SUGGESTED 
FOURFOLD-LIFE EFFICIENCY STANDARD 
for 


TEEN-AGE CLASSES 


Fall Quarter 


Fourfold Motto: 


Jesus advanced in wisdom, in stature, 
and in favor with God and man. 
Luke 2:52. 








HIGH SCHOOL DEPARTMENT 
FIRST CHRISTIAN CHURCH 


162 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


WEG EEO UME ie ie ce ee ere re eters KDGUS. ote oe fan a. ster’ ube tate, Sikna: Rite eg terate tet Maem rama 








PHYSICAL: 100 credits 


1. Sleep in the open or with windows wide open for the 
quarter. 





2. Know your class signals and how to build a camp fire. 

3. Learn and practice daily three or four setting-up exer- 
cises, with deep breathing. 

4, Play a game of volley ball, baseball or basket ball. 


(25 credits on each of the foregoing items) 








INTELLECTUAL: 100 credits. 


1. Read, fifteen minutes a day, current events from news- 
papers and magazines. 
2. Earn or save a certain amount of money each month. 


3. Read Dad’s Letters on a World Journey, by Bert Wilson; 
or Just Over the Hill, by Margaret Slattery. 


4. Memorize the class memory Scripture for the fall quarter. 
(25 credits on each of the foregoing items) 
CHRISTIAN CHARACTER TEST 
Gheerfniness--.'. 5.5 Geass cs 5 bees a soak ole kaa oh ee eee 
PTOMPCnagas - iciesn yn weston eta wie spn wee PES, © popeeda’ oy¥ 8 gd 6 Alaa ee 
Unselfishnesss sss iss ste s ease wataryis gegen eis». deli et eee 
LIVSCWOTLDINOSS hn) a sts.s-a'g020 sue alee) sige 8.91 6 6p 21a)! aelalo ne 


Co-operation )5's . ws. acatenie's sei etyonhd «5 Gera seg Re ee 
(20 credits on each of the foregoing items) 


Bumping Fourroup-Lirk PRoGRAMS 163 


INSIGNIA 


ww 


Class Work 


._ Memorize one Psalm and eight other Scripture passages. 


Where found? 


. Lead in public prayer twice during the quarter. 
_ Read one book of the Bible through during the quarter. 
_ Give to current expenses and missions regularly. (Use the 


Duplex envelope.) 








SOCIAL: 100 credits. 


1; 


2. 


Ww 





Help to entertain another class through some sort of an 
interelass activity. 

Know the names and addresses of every teacher and of- 
ficer of your department of the Sunday school. 


. Attend regularly all Sunday and through-the-week class 


meetings. 


_ Plan a social good time for your class or help to direct a 


departmental activity. 
(25 credits on each of the foregoing items) 








RELIGIOUS: 100 credits. 





. Study your Sunday school lesson each week. 
‘Win another to attendance at the Church school. 
Read Playing Square With Tomorrow, Eastman, or The 


Clash of Color, Mathews. 


4. Tell how to organize a Sunday school class and name its 
officers and committees. 
(25 eredits on each of the foregoing items) 
CHARTING RECORD 
PH Vaca), op «pees Merk sid rial @ lke io Sepa AE ee We ie 
Tritaltcotiig Wire tts hinds clk ea/tiiree ees tact Ne, VV ehals O10 elisa dl giaaw in ea 
SACI T ENE AeA e SRN Me Sel hre va agate vate e vies ie abmiuha wis Gone) e Abare Os a ee 
GE LOUS os Voile cots aye oe es see shies oP cng tates © Mele ty Ss 


INGEST Dee or ear On a, 8 ACoA Wate. Pisin Patties 


164 YourH ORGANIZED FOR RELIGIOUS EDUCATION 


RULES 


1. All tests must be passed before the teacher, or 
croup leader. 


2. Where there is a question, the test must be 
done over. 


3. All tests must be completed by the last week 
in the quarter. 


4. The fourfold average is ascertained by adding 
the points allowed for each of the four standards 
and dividing the sum by four. 


5. The character tests must be approved by the 
teacher, and the grade registered to secure the total 
efficiency record of each pupil. 


6. Pupils ranking as,much as eighty per cent 
in the four standards; and ninety per cent on the 
character tests are eligible to have their names 
placed on the departmental fourfold-life honor roll. 


Arranged by 
Cynthia Pearl Maus 
Young People’s Superintendent 
Department of Religious Education 
United Christian Missionary Society 


Saint Louis 


BUILDING F‘cURFOLD-LIFE PROGRAMS 165 


three months, a new program with additional items, 
being provided for each succeeding quarter of the 
year. The group meetings of the class or fourfold- 
life club may be built around physical, intellectual, 
social, and religious activities that will aid the mem- 
bers in achieving the individual program. 


(JUESTIONS FOR CLAss DISCUSSION 


1. What three principles should guide in planning 
quarterly fourfold programs for the week-day 
meetings of the organized classes? 


2. On what should the emphasis be in the week- 
day meeting of the class? 


3. Discuss briefly the function of the four sec- 
tions, or periods, in the through-the-week class 
meeting. 


4. In what ways may the weekly fourfold-life 
club meetings of the separate boys’ and _ girls’ 
classes of the department solve the problems of 
teachers who cannot meet their classes between Sun- 
days? 

5. Discuss the three different methods for outlin- 
ing and planning through-the-week class programs 
listed in this chapter? Which seems to you the best 
approach to the task in your school? 

6. Compare the two typical fourfold-life_ pro- 
erams suggested in this chapter. What are the 
points of strength and weakness in each type? In 
your judgment would it be possible to use both 
types, one for individual charting and the other for 
the group or club meetings of the class or depart- 
ment? | 


166 YoutH ORGANIZED FOR RELIGIOUS EDUCATION 


Progects FOR ASSIGNMENT 


With the class you are now teaching, or of which 
you are a member in mind, and the contents of chap- 
ters villi and ix as a background, build a three- 
month fourfold-life activity program which you 
feel would be of value to a group in achieving a 
balanced development. (If possible plan it with a 
weekly class meeting in addition to the Sunday 
session. ) | 


CHAPTER X 


CONFERENCES, LEADERSHIP, AND 
CO-OPERATION 


In this closing chapter let us consider four things 
essential to the successful working out of a com- 
plete, constructive, and correlated program of 
Christian education for the youth of the church: 
(1) The importance of regular monthly meetings of 
the executive cabinet, or council, of young people’s 
organizations, with a definite docket of business 
covering all phases of the work; (2) regular 
monthly meetings of the teachers, officers, and adult 
superintendent and advisers of each department ; 
(3) the discovery and training of the future leader- 
ship of the church; (4) the importance of the spirit 
of co-operation in all the work and activities of 
classes and departments if a complete development 
is to be the result. 


EXECUTIVE CABINET (oR Council) MEETINGS 


Whether the educational work for young people 
of the local church is being carried forward through 
a unified and correlated organization or through 
two or more independent organizations for each nat: 
ural life period, the importance of regular monthly 
business meetings of the executive cabinet (or coun- 
cil) of young people’s organizations cannot be over- 


167 


168 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


emphasized. These business meetings should be con- 
ducted in an orderly way. There should be in every 
instance a definite docket or agenda of business. 
One of the most important lessons for youth to 
learn is ‘‘how to expedite business’’ in an orderly 
manner. A knowledge of correct parliamentary pro- 
cedure in the transaction of the business of an or- 
ganization is greatly to be desired; and no meeting 
affords youth a finer opportunity for definite in- 
struction and practice of parliamentary procedure 
than the monthly business session of the cabinet (or 
eouncil) for each group—intermediate, senior, and 
young people. 

In order that definite training may come to young 
people through the business session of the depart- 
ment, the president, with the counsel and guidance 
of the department superintendent, should arrange 
a docket, or agenda, of business, covering the items 
that should be taken up, discussed, and disposed of 
at each meeting. A few underlying principles 
should be considered in the preparation of an ade- 
quate docket, or agenda, of business: 


1. The docket, or agenda (order of business), 
should always be planned in advance. 


2. The docket of business should cover all the 
phases of work included in the educational program 
of the local echureh—Church school, Christian En- 
deavor (Epworth League or B. Y. P. U.), missions 
and social service, social-life development, reports 
of classes, ete, 


Meetinas, LeaApERSHIP, CO-OPERATION 169 


3. There should be a chairman (usually the presi- 
dent of the department), who will preside in a dig- 
nified way and who will see that the business is 
transacted in accordance with the rules of good 
parliamentary procedure; that undue time is not 
given to certain phases of the work while certain 
other equally important phases are minimized or 
omitted altogether. 

4. Officers and committees should report their 
work in writing, filing copies of their report with 
the secretary as they finish making it. 

The following agenda for a Senior Department 
council meeting for the early fall may serve as a 
ouide: 


Agenda for Senior Department Council Meeting 
(Department president presiding) 


Call to order, by the president. 

Prayer. 

Statement of purpose of meeting (plan of correla- 
tion, ete., by department superintendent or 
pastor). 


Presentation of Reports 


1. Church school committee (chairman reporting). 
Plans for the year: 
a) Regular Church school work. 
b) Special objectives: 
Worship themes and programs for the 
following month. 
Special-day offering for American mis- 
sions (Thanksgiving Sunday). 


170 YoutrH ORGANIZED FoR Reticious EpucaTIon 


c) Budget askings for the year, October to 
October. 


2. Christian Endeavor (Epworth League, B. Y. 
P. U.) committee (chairman reporting). 


Plans for the year: 

a) Outline of general plan of work for the 
year, including points of special empha- 
sis; and work of particular members of 
committee. 

b) Regular meetings: 

Leaders for the quarter. 
Special features and speakers. 
Publicity plans. 

c) Budget askings for the year for Christian 
Endeavor activities (denominational and 
interdenominational). 


3. Missions and social-service committee (chairman 
reporting ). 


Plans for the year: 


a) Outline of general plan of work, including 
work of each member of the committee. 


b) Regular meetings: 

Monthly, through-the-week meeting for 
the study of denominational missions. 
Special social-service activities. 

c) Platform missionary instruction: 

Weekly or monthly platform missionary 
presentations in connection with the 
Chureh school worship service. 

d) Budget askings for the year, covering pro- 
gram materials, offerings to mission 
boards, poster material, and service ac- 
tivities, 


MEETINGS, LEADERSHIP, CO-OPERATION 171 


4. Social-life committee (chairman reporting). 


Plans for the year: 

a) Outline of general plan of social-life activi- 
ties for the quarter at least (preferably 
for a year), including work of each mem- 
ber of the committee. 

b) Regular social affairs: 

Time, place, character of program, etc. 

c) Special social functions: 

Inter-department father-and-son banquet, 
ete. 

d) Budget askings for the year for refresh- 
ments and decorations for regular 
monthly socials, and for special occasions. 


5. Finance committee (general secretary-treasurer 
reporting). 
Presentation of entire departmental budget 
askings, including all phases of work. 
a) Discussion, changes, adoption. 
b) Method of raising budget discussed and 
adopted. 
6. Brief reports of class presidents. 


Résumé, by department superintendent. 
Suggesting goals for entire department, including 
all phases of the work. 
Co-operation of each officer and committee in all 
the work of the department. 


In an increasing number of churches the monthly 
executive cabinet (or council) meeting of the de- 
partment is becoming a part of a pleasant Sunday 
afternoon program or tea for young people. Where 
this plan is operative there is usually a thirty- 


172 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


minute to one-hour meeting of the four or five com- 
mittees separately for the consideration of the 
specific work of each committee. This is fol- 
lowed by a joint business session of the four 
committees, the adult advisers, and the presidents 
of the organized classes, at which time: reports on 
all phases of the work are given in a brief and spicy 
way. This in turn is followed by the pleasant Sun- 
day afternoon program of music, readings, stories, 
games, refreshments, or ‘‘tea’’; and then adjourn- 
ment to the regular Christian Endeavor, Epworth 
League, or B. Y. P. U. meeting of the evening. 


MontTHLY DEPARTMENTAL CONFERENCES 


Equally important with the cabinet (or council) 
meeting of the department is the monthly depart- 
mental conference of adult leaders of young people. 
If the teachers, officers, and adult advisers of young 
people are going to work together in unity of spirit 
and co-operation in the work of the department, it 
will be necessary for them to get together at least 
once each month to discuss the larger aspects of the 
educational work with young people. If a uni- 
formity of educational standards and plans is to 
prevail throughout each department, the adult lead- 
ers of adolescents must give at least one hour each 
month to a review of their work and responsibility 
together. 


The public schools find it necessary, in order to 
maintain a high order of educational work, to have 


MereEtTINGSs, LEADERSHIP, CO-OPERATION 173 


three teachers’ meetings each month: (1) A build- 
ing teachers’ meeting ; (2) a grade teachers’ meet- 
ing of all the teachers of a given grade; and (3) 
a mass teachers’ meeting of the entire teaching and 
supervising staff. The monthly departmental con- 
ference of teachers in the Church school is just as 
essential as the grade or building teachers’ meeting 
in the publie schools if unity of effort and full co- 
operation in a program of religious education are 
to prevail. 

There should be a docket, or agenda, for this 
meeting plannned to cover all the essential phases of 
the work with each age group. Definite reeommen- 
dations looking toward the perfection of the work 
of the department and classes should go from this 
monthly departmental meeting to the general work- 
ers’ conference and to the committee on religious 
education. The following agenda will be sugges- 
tive, at least, of an orderly way for teachers to 
survey and perfect the work of their department 
from month to month: 


Agenda for the Monthly Departmental Workers’ 
Meeting 


(Intermediate, Senior, or Young People’s 
Department ) 


Time.—A. definite afternoon or evening upon 
which the largest number can agree. 


Place.—At the chureh or home of one of the 
teachers of the department. 


(Department superintendent presiding. ) 


174 YoutuH ORGANIZED FoR RELIGIOUS EDUCATION 


_ I. Devotions. 


Prayer. 


(This should be definite and should 


open the way for God’s blessing upon the con- 
ference and upon the work of the department. ) 


II. Business. 


1. Secretary’s report. 


a) 


b) 


¢) 
d) 


é) 
f) 


Enrollment of each class within the de- 
partment compared with preceding 
month. 

Average attendance of each class simi- 
larly compared. 

Names of habitually tardy pupils. 
Pupils who have been dropped from the 
roll with reason. 

Names and addresses of new pupils. 
Amount of offerings (current expense 
and missionary) for the month. Where 
there is a separate department treasurer, 
this report will be given by him. 


2. Teachers’ reports: 


f) 


Visits, letters, and messages for the 
month. 

Books and magazines read. 

Conferences and lectures attended. 
Successful plans of work. 

Names of new pupils, with information 
in regard to other members of the fam- 
ily who might become members of other 
departments of school. 

Problems. 


3. Department superintendent’s report: 


a) 


Visits, letters, and messages for the 
month. 


Meetines, LEADERSHIP, CO-OPERATION 175 


b) 
c) 


ad 


) 


é) 


f) 
4. General business: 
a) Materials to be ordered: 


Books and magazines read; articles to 
pass on, etc. 

Conferences or special lectures at- 
tended. 

Meetings with general superintendent, 
or committee on religious education. 
Requests or recommendations to gen- 
eral superintendent or committee on re- 
ligious education. 

Special feature, ete. 


(1) Teachers’ textbooks or pupils’ 
handbooks, papers, pictures, ete. 

(2) Matters concerning ‘reports, rec- 
ords, ete. 


b) Arranging for seating of late-comers 


and tardy pupils. 


c) Caring for visitors. 
d) Distribution of supplies. 
e) Greeting of new pupils and visitors. 


III. Programs for the coming month. 


1. Departmental : 
a) Worship programs of the _ previous 


b 


) 


month discussed. What were the suc- 
cessful features? Why? What were 
the failures? Why? 

What elements in the programs made 
the strongest appeal to young people? 
Why? 


c) Desirable changes in the order of wor- 


d 


_ 


ship. 

Worship themes for the ensuing month. 
Classes or committee responsible for de- 
votional programs. 


176 Youtu ORGANIZED FoR RELIGIOUS EDUCATION 


IV. 


e) 
f) 


g) 


Discussion of correlated memory work, 
outlines, notebook work, ete. 
Discussion of all special features or 
services to be held during ensuing 
month. 

Social activities, including host or host- 
ess for the departmental workers’ meet- 
ing for the following month. 


2. Class: 


a) 
b) 
c) 


d) 
e) 


Types of lessons for the following 
month, teaching methods, ete. 

Progress in teaching the required mem- 
ory work, outlines, notebook work, ete. 
Pupil participation in lesson develop- 
ment, home study, projects, ete. 
Presessional work. 

Problems. < 


3. Miscellaneous. 


a) 
b) 


c) 


Seasonal decorations. 
Extra stories, missionary, temperance, 
seasonal. 


Possible future workers for the depart- 
ment. 


Edueational feature. 


A book review, review of magazine articles, or 
presentation of a chapter from some book on 
the work of the department. One teacher may 
present the content, another lead the discussion. 


V. Social period. 


Conversation, games, refreshments, adieus. 


Meetines, LEADERSHIP, CO-OPERATION 177 


LEADERSHIP 


Leadership is costly. It does not ‘‘just happen.”’ 
The chureh that has trained leadership has it be- 
cause it has given careful and diligent attention to 
the training of its own leadership. Mr. Thompson 
Saye 

Christian leadership presupposes certain primary 
qualifications, such as: 


1. Christian character.—The leader must have a 
message and an experience. 
2. A vision of the task.—Without vision there can 
be no expansion, no passion, no goal. 
3. A vital personality, without which there is ht- 
tle, if any,. contagion. 
He should also possess secondary qualities, such as: 


1. A purpose and a goal.—No objective means no 
progress, waste, delay, sometimes shipwreck. 


2. A plan.—There must be capacity to organize; 
otherwise, there is chaos: for example, activ- 
ity, but no action. 


3. Ability to direct others in doing things.—Only 
thus can the Kingdom be brought in. 


In addition to these primary and secondary qual- 
ifications that leadership must possess, there must 
be both adequate training and equipment. We have 
considered the necessary and desirable equipment in 
an earlier chapter. Before we consider the train- 
ing that should be afforded leaders in the local 
ehurch, perhaps it would be wise to consider briefly 


*Handbook for Workers With Young People, pp. 251, 252. 


178 YoutH ORGANIZED FOR RELIGIOUS EDUCATION 


some of the types of leadership of which the church 
stands in need. This will give us some idea of the 
types of training that should be afforded to young 
people and leaders of young people by the church. 


1. Teachers.—To a greater extent than ever be- 
fore the church, in its outreaching educational pro- 
oram, needs trained teachers for the Sunday and 
week-day sessions of the Church school, for Daily 
Vacation Church Schools, and for Week-Day Schools 
of religion. The future teachers for all three of 
these important phases of work are the young peo- 
ple between the ages of fifteen and twenty-five in 
the local church. 


2. Devotional leaders.—The graded Church school 
and auxiliary organizations make necessary a large 
number of devotionally trained leaders who can 
both plan and put into execution programs of wor- 
ship which will help individuals to grow within 
themselves a feeling of the nearness, the omnipres- 
ence, of the Holy Spirit (God within us). Devo- 
tional ability does not ‘‘just happen.’’ It is the 
direct outgrowth of devotional training. 

3. Executive leaders.—Persons are needed who 
can initiate and direct programs, preside over meet- 
ings, and assume executive leadership for major 
activities of the church in its educational and social- 
service program. 

4, Recreational leaders.—The provision of sane, 
safe, wholesome amusements and recreation for the 
childhood and youth of America affords the church 


Meetines, Leapersuip, Co-oPERATION 179 


one of its biggest opportunties. Leaders for this 
important field of development do not just happen 
but must be trained if the church would enter in 
and possess the Promised Land of childhood and 
youth’s play. 

5. Publicity leaders——The church needs people 
who know how to ‘‘play up’’ in advertisements the 
unique elements in its local program in such a way 
as to appeal to and interest those who are luke- 
warm, half-heartedly interested in the church’s edu- 
cational work. Unused ability along this line is 
eoing to waste in nearly every church because many 
churches have not yet learned that ‘‘it pays to 
advertise.’ 

6. Social leaders.— Young people and adults are 
needed to plan and put into successful operation 
social programs, on special occasions, for the entire 
family-life of the church. Many of these do not do 
the highest type of work along this line because 
they are unfamiliar with the wealth of material 
available for just such use as this. 

7. Leadership of auxiliary church and extra- 
church organizations, such as the Boy Scouts, Camp 
Fire Girls, Hi-Y Clubs, ete—lIf we are to avail our- 
selves of the valuable materials available through 
these extra-church organizations, we must develop 
a leadership that is familiar with the programs. 

8. Secretarial leaders.—Those who can be trusted 
to handle the details of the church and Church 
school in an efficient way are needed by the church 


180 YourH ORGANIZED FOR RELIGIOUS EDUCATION 


of today. The keeping of adequate records and re- 
ports on all phases of the local church’s program, 
and especially in a large and well-organized church, 
is most important if a constructive educational pro- 
eram is to be realized. 

9. Song leaders.—People with musical talent can 
render a most effective service in the graded educa- 
tional program of the Church school as leaders of 
song in various departments and organizations of 
the church and Church school. Potential leadership 
along this line is to found in every church. Why 
should it not be trained and dedicated to the King- 
dom-building task? 

10. Visitors——Those who, by nature and training, 
seem to have ready access into homes where sick- 
ness, sorrows, and heartache have come, need guid- 
ance in performing their tasks. A brief course 
would often save failure and misunderstanding. 


METHODS AND MATERIALS FOR THE EFFECTIVE 
TRAINING OF LocaAL CHURCH LEADERS 


The Standard Teacher Training Course (Inter- 
denominational and planned in units of ten lessons 
each; a diploma course) is perhaps as good a back- 
eround course as is available for the training of all 
types of, local-churech leadership. It is designed 
especially for Sunday and through-the-week train- 
ing classes of Church school leaders. At least one 
class of young people should be studying this course 
at the regular Church school hour on Sunday morn- 
ing for nine months of the year. Additional classes 


Mretines, LEADERSHIP, CO-OPERATION 181 


for young people and adults who have already 
found their place of leadership in the local church 
should be offered in midweek meetings. 


Many of the more aggressive churches are now 
offering, in addition to the Standard Teacher Train- 
ing Course, midweek chureh-night courses for the 
personal enrichment and training of specialized 
types of leadership. The time-worn midweek 
prayer service has given place to a two or three- 
period churech-night session, with one or two teach- 
ing periods forty-five minutes in length and a thirty- 
minute intercessory prayer period or devotional 
assembly preceding the first teaching period or inter- 
spersed between the two formal teaching periods. 
Following is the schedule of one progressive church 
for the midweek training school features throughout 
nine months, October to June inclusive, of each year: 


6 P.M. Fellowship supper and_ get-acquainted 
period. 
7 P.M. First class period, with three simultaneous 


classes; one in Bible study, one in mission 
study, and one in song leading. 


7:45 p.m. Assembly: devotional songs and interces- 
sory prayer. 


8:15 p.m. Second class period: three simultaneous 
sessions: a training class in the New 
Standard Teacher Training Course; a 
class in recreational leadership; class in 
pageantry and dramatics. 


9 P.M. Special committee meetings: religious 
education, missionary, ete, 


182. YouTH ORGANIZED FOR RELIGIOUS EDUCATION 


In this church the courses are planned in quar- 
terly units; which means that at the beginning of 
each quarter, fall, winter, and spring new subjects 
are being studied by each group, making it possible 
for one to get into a part of the year’s training even 
though circumstances may make it impossible for one 
to get into all. By some such plan as this a range of 
from fifteen to eighteen different subjects may be 
studied in the course of the year, providing personal 
enrichment courses and specialized training covering 
a wide range of material. The following courses were 
offered within a year by the church above referred to. 


First Class Period 


Home missions (fall quarter). 
[Foren missions (winter quarter ). 

Stewardship (spring quarter). 

How We Got Our Bible (fall 


Bible Study.____ | quarter ). 


IVIISSYOT Soe! 2 eee 


Life of Christ (second quarter). 

Pauline Epistles (spring quarter). 

History of religious music (fall 
quarter ). 

Song leading (winter quarter). 

Musical appreciation, stories of 
hymns and tunes. song lead- 
ing (spring quarver). 

A laboratory course with practice 
in song leading. 


Song leading. _- 


Assembly 


Intercessory prayer, with definite types of work 
and needs earried in the church bulletin for each 
month. 


MEETINGS, LEADERSHIP, CO-OPERATION 183 


Second Class Period 


Pupil-study unit (fall quarter). 
Teaching-methods unit (winter 


Teacher training. quarter ). 
Life-of-Christ unit (spring quar- 
ter). 
Principles of recreation (fall 
quarter ). 
Recreational leadership (winter 
quarter). 
Recreational } Program building and directing 
AW MUR W iG OYE sso (spring quarter). 


|A laboratory course for a select 
group who have volunteered 
to give leadership in this 
field. 


Educational dramatics. 
Plays and pageants. 
Drama and pageantry projects. 


Pageantry and 
dramaties. ___ 


In addition to these types of training a wide 
range of leadership training is now being provided 
through city-wide interdenominational community 
training schools, through denominational and inter- 
denominational five and ten-day standard schools 
of methods and leadership training schools; through 
from seven to ten-day summer young people’s con- 
ferences and camp training schools; and through 
city-wide and regional missionary training schools. 
Practically all the larger communions now make 
available the new Standard Teacher Training 
Course by correspondence for teachers in small or 
remote schools. Many church colleges now offer 


184 YoutTH ORGANIZED FOR RELIGIOUS EDUCATION 


additional courses in religious education for local- 
ehurch leaders. It would seem that there is no rea- 
sonable exeuse for the churches not having the 
finest possible trained leadership for its éducational 
program ; and it will have the needed trained leader- 
ship when it learns that the cost of leadership is the 
way of progress. 


Co-operation 


Finally, there must be a spirit of co-operation, of 
pulling together, in all the educational work of the 
local church if balanced, full-rounded spiritual per- 
sonality on the part of young people is to result. 
Nothing will more quickly and effectually destroy 
the interest and enthusiasm of young people in 
Christian service than an evidence of friction, lack 
of the spirit of harmony and co-operation, on the 
part of adult leaders, who are supposed to be knit 
together in the mighty Christian enterprises of 
ushering in the Kingdom of God. If we who work 
with young people want them to radiate enthusiasm, 
co-operation, and a spirit of good-will in Christian 
life and service, than we who are leading now and 
who are embodying in personality ideals of leader- 
ship from which they will naturally draw theirs 
must increasingly incarnate within ourselves. the 
fundamental characteristics that go to make great 
leadership—namely: (1) a vital personal religious 
experience, evidencing itself in a living faith ex- 
pressing itself in helpful service to all; (2) an open 
mind, alert, thirsty, alive to every new situation and 


MEETINGS, LEADERSHIP, CO-OPERATION 185 


every new idea (the self-content, static, close-minded 
type of person is the enemy of youth); (8) a spirit 
of co-operation which will enable us to work together 
with others harmoniously in the achievement of aims, 
objectives, and programs even though it may some- 
times mean the sacrifice of some pet plan or scheme; 
(4) something of the prophetic leadership of Jesus, 
which will enable us to look down, under the out- 
ward forms of religion, into the inner, more sig- 
nificant things of the spirit. The building of the 
Kingdom is a spiritual process, ‘‘God is a Spirit 
and they that worship him (find him) must find him 
in spirit and in truth’’; the Kingdom must be spirit- 
ually discerned, spiritually manned, _ spiritually 
achieved, through bringing under the control of the 
Holy Spirit every material, carnal desire, purpose, 
and plan. (5) The spirit of humility in Christian 
service. On the night of his betrayal Jesus, the 
Master became Jesus the servant as he girt himself 
and performed the menial task of an oriental ser- 
vant in washing his disciples’ feet. No leader of 
youth can inearnate the principle of humility in 
service in his or her own personality who is un- 
willing to do the insignificant, ignoble, the hum- 
drum, the ordinary tasks that in every home, church, 
and community must be done by someone. 


We who lead now and who are therefore, whether 
we would or not, embodying ideals of leadership for 
youth, climb the ladder of leadership by the humility 
in which we perform with fine discrimination and 


186 YourH ORGANIZED FoR RELIGIOUS EDUCATION 


complete consecration the insignificant types of serv- 
ice that must always be rendered by someone. The 
leader who co-operates only when in the lmelight 
of public eye and applause has not yet learned that 
taking initiative and serving in the background are 
the two halves of the complete circle of full-rounded, 
balanced, developed leadership. 

That ideal of leadership which we would have the 
youth of tomorrow achieve must find itself increas- 
ingly expressed in us, the leaders of the youth of 
today. 


(JUESTIONS FOR STUDY AND DiIscuSsSION 


1. What is the importance and value of the 
monthly business meeting of the executive cabinet 
or council? 

2. What four principles should be considered in 
arranging the docket, or eps for such a business 
meeting ? 

3. What value is there in linking up the monthly 
business meeting with a pleasant Sunday afternoon 
program or tea? 

4. Why is a monthly meeting of the adult leader- 
ship of a department essential ? 

dD. What elements should be included in the 
monthly departmental meeting of officers and 
teachers? 

6. What are the primary and secondary qualities 
of leadership briefly summarized in this chapter? 

7. What types of leadership are needed in the 
educational program of the local chureh? 

8. What leadership courses are available for use 
of the local church in training its young people and 
adults? 


MEETINGS, LEADERSHIP, CO-OPERATION 187 


9. What additional types of personal enrichment 
and leadership training courses may be made avail- 
able through the midweek churech-night leadership 
plan? 

10. What denominational and interdenomina- 
tional agencies aside from the local-church program 
are available for the training of young people and 
leaders of young people? 

11. Discuss the importance of the spirit of co- 
operation in the development of young people. 

12. What five qualities are essential to the de- 
velopment of the best leadership in young people? 


PROJECTS FOR ASSIGNMENT 


1. Arrange an agenda, or docket of business, for 
the monthly business meeting of the department in 
whieh you work or with which you are planning to 
work. 

2. Outline an agenda for the monthly depart- 
mental workers’ meeting of the group of teachers 
with which you work or are getting ready to work. 

3. Outline what you feel would be an adequate 
yearly leadership training program for the church 
with which you are affiliated. 





BIBLIOGRAPHY 
ADOLESCENT PsycHOLOGY 


The Psychology of Adolescence, Tracy. 

The Psychology of Early Adolescence, Mudge. 
Girlhood and Character, Moxcey. 

The Girl in Her Teens, Slattery. 

The Boy Problem, Forbush. 

Training the Girl, McKeever. 

Training the Boy, McKeever. 

The Girl and Her Religion, Slattery. 
Brothering the Boy, Rafferty. 

From Youth to Manhood, Hall. 

The High School Age, King. 

The Religious Education of Adolescence, Richardson. 


METHODS 


Youth and the Church, Maus. 

A Handbook for Workers With Young People, Thompson. 

Leaders of Youth, Harris. 

Leaders of Young People, Smith. 

Canadian National Young People’s Board. Young People’s 
Manual (McClelland & Stewart, Toronto). 

The Intermediate Department, Foster. 

Problems of Intermediate and Senior Teachers, Foster. 

Leaders of Girls, Espey. 

Teaching Adolescents in the Church School, Shaver. 

Promotion Day Plans in the Young People’s Division, Hodg- 
don. 

Teaching the Youth of the Church, Maus. 

Missionary Education in Home and School, Diffendorfer. 

Graded Social Service, Hutchins. 

The Project Principle in Religious Education, Shaver. 

Psychology of Leadership, Tralle. 

The Church’s Program for Young People, Mayer. 


RECREATIONAL MATERIALS 


Games for the Playground, Home, School, and Gymnasium, 
Bancroft. 
Phunology, Harbin. 


189 


190 BIBLIOGRAPHY 


The Ice Breaker and the Ice Breaker Herself, It is to Laugh, 
and Fun for the Family, Geister. 

A Handbook of Games and Plays, Laporte. 

Recreation and the Church, Gates. 

Social Activities for Men and Boys, Chesley. 

The Book of Games and Parties for All Occasions, Wolcott 

Games, Draper. 

All-the-Year-Round Activities for Young People, White. 

A Year of Recreation, Owen. 

Leadership in Girls’ Activities, Moxcey. 

Handy, Rohrbough (loose-leaf). 

Joys From Japan, Miller. 

Chinese Ginger, Miller. 

Recreational Leadership for Church and Ostahonite Powell. 








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